The Applied Research Of The Heterogeneous Lesson In The Art Appreciation Of Senior High School

High school art appreciation course has the effect that other subjects will be hard to replace it for broadening students’ vision culture, edifying sentiment and improving personality, developing character, etc, but the present status of art appreciation course can not be a very good reflect of the essential connotation of quality education. As a way of education comparison research,"lesson with heterogeneous" is more and more regarded by education researchers.This paper combined with case analysis, theory with practice to discuss the application of "lesson with heterogeneous" in high school art appreciation teaching, and as a result of its reflection and enlightenment. This thesis is divided into six parts:Part1, the introduction. In the context of the new curriculum reform, for modern art appreciation class teaching based on the analysis of the status quo to put forward "with heterogeneous class" education comparison research method to improve teaching effectiveness, and promote research significance of teachers’ professional development and research ideas.The second part has analyzed the connotation of "lesson with heterogeneous" characteristics and theoretical basis, it respectively analyzes the implication of the lesson with heterogeneous from different angles such as semantic analysis, teaching materials, teaching, teachers and students, etc, and based on the basic idea of ordinary high school curriculum reform of fine arts, teachers’ professional development, effective teaching concept to expound the theoretical basis of "lesson with heterogeneous".The third part analyzes the superiority and and necessity of "lesson with heterogeneous" through comparing traditional lessons form with "lesson with heterogeneous"; and analyzes "lesson with heterogeneous" in the feasibility of the application in the teaching of art appreciation in high school through the constructivism of "lesson", the individual character difference of teachers’ and the students’ cognitive difference aspects.The fourth part classified and summarized the basic flow on the implementation of "lesson with heterogeneous", and it could be divided into four forms depending on the difference of the organizers and participants, namely "single lesson with single round heterogeneous","single round with heterogeneous class"," multiplayer with heterogeneous class of single round","heterogeneous multiplayer rounds with the class".The fifth part analyzes the research activity of "single round with heterogeneous class" and " multiplayer with heterogeneous class of single round" to illustrate the promotion of teachers’ professional development and promoting effective classroom teaching of "lesson with heterogeneous".The sixth part through the above research and the comparison of cases to research the comparing "lesson with heterogeneous" and the teaching enlightenment of high school art appreciation to find the problems existing in the "lesson with heterogeneous" and put forward solutions.This research insists on the principle of combining theory with practice, and bases on the actual of high school art appreciation teaching. It attempts to seek "lesson with heterogeneous" to promote the effect of high school art appreciation teaching, to improve the efficiency of the classroom teaching methods, and promote the teachers’ professional personalized development, to provide a new way for teaching activity evaluation.