| Since1950s, We have been learning a single painting from Soviet Union. After the MayFourth Movement, Chinese art education began to change from a single painting to sculpture,design, molding process diversified and personalized art education development. However, inrecent years, art education has been the main courses make way for an art class, and itbecomes a common self-study course for students. The teaching method inheritance anddevelopment of Chinese-style "group complex the new Gong cloth" teaching mode, ignoresthe substantive issues in art education. Since the1980s, from domestic context, theoreticalresearch on art education is divided to "tool" and "Essence". China has been also absorbed oraccepts the concept of alien art education and to improve the domestic middle school artclassroom integration "teaching style, and some preliminary naturalistic educational isthought for the mainstream road. However, the actual action is still very poor. Some countriesin East and West "natural" are development of art education, Arbitrary "natural" failedrevelation "Progressive Education" thinking in Japan, and we reflect on Chinese ArtEducation in the new curriculum revised pay more attention to students’ comprehensivedevelopment of personalized quality education. We should think that whether traditionaleducational in the presence of the exam-oriented education in the end is good or bad. In recentyears, student-centered teaching methods and teacher behavior, modern educationaltechnology teaching strategies so ideologically from the subjective initiative " and "personalized " in the western natural education has also been some interpretation andexperience. But about the practical significance of many issues and the ChineseContemporary Art Education，essentially perfect naturalistic education ideas to bring to ourteaching philosophy. Then put forward the educational philosophy of the "integrated"background to improve the development of our middle school art education. |
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