Visual Culture Class At The High School Art Appreciation Asked Study Provided

This thesis focuses on the study of the presentation of questions giving byteachers in the Art Appreciation lessons in high school under the guidance of visualcultural context. In the Art Appreciation lessons in high school, the common way ofinteractive teaching and learning is to question and answer between teachers andstudents, which leads to the dialogues and encourages students to look for theproblems and think hard about them. However, the traditional class pays moreattention on the impartment of knowledge by teachers themselves and ignores theparticipations of students and the new generative resources. The questions andanswers aroused in the class strictly depend on the teaching reference books orauthority opinions. Such teaching method causes many bad effects. For example,more students lose their ability of thinking by themselves and depend on theirteachers. Besides, students can not go into an adventure of real appreciations.Therefore, what is the purpose of questions in the class, to impart the knowledge or toconduct students to learn themselves? The present study tries to discuss thequestions in the Art class.Under the influence of contemporary visual culture, in Art Appreciation class,the factors such as teachers, students, teaching contents are quietly changing, whichforce the teaching skills to be adjusted to adapt to the new class. During the study, theauthor based on related theory of education and question research theory, combinedwith the method of case study, puts forward some strategies to adapt to the visualcultural context of classroom inquiries.The outline of this paper: bring up the problems that the author tries to solve,analyze literature review, find out the traditional teaching problems through teachingcases, put forward optimization for class inquiry with the combination of theory andpractice, and testify the effectiveness of those strategies by real teaching practice.This thesis can be divided into four parts. The first part analyses teaching goal,significance and its influence on high school art appreciation class inquiry under theframework of the visual cultural context in high school Art Appreciation class. In thesecond part, first of all, the general characteristics of high school students areanalyzed, especially the aesthetic characteristics, then it points out that all teachingarrangement should be performed according to the characteristics of the students, afterthat, this paper selects the representative records of classroom teaching, by observing the teacher and students in the classroom, establishes the performance of each link, inturn, this study finds that the disadvantages of existing inquiry method. For thefollowing empirical basis, strategies are put forward. The third part, based on theabove detailed analysis, this paper puts forward the context of visual culture artappreciation teaching high school classroom inquiry optimization strategy. From theprocess design, ask questions, after-school reflection comprehensively summarizedfrom several aspects. Then it sums up the methods and techniques of rhetoricalquestion. The fourth part, the above mentioned strategies is used in the classroompractice and by the reaction of how to achieve the goal of teaching and students, thisstudy analyzes the effectiveness of the question strategy.The teaching cases adopted in the paper are from the author’s real teachingexperiences. Through teaching scene, the real dialogue between teachers and studentscan be better used. The author analyzes and evaluates the implementation ofclassroom inquiry process. In the process of teaching, the author issues as"scaffolding" in the learning process to bring into full play the unique role ofclassroom inquiry teaching in class, which stimulates students’ interest in learning,promotes students thinking, and improves the art accomplishment.