Marginal Utility Theory In Primary And Secondary Art Classroom Teaching

The principle of marginal utility was a originally foundation ofWestern economics theory, with the cross-integration between the various disciplines,many economic theories have been used in other studies. In recent years, the theory ofmarginal utility not only been used in the corporate decision-making。But also thenatural sciences, agriculture, even in the urban planning，it also can be applied to thefield of education, including the study of educational phenomena and learningbehaviors. The marginal utility principle applied to art classroom teaching, classroomteaching process is to be seen as a productive process, art teacher is the producer, thestudents are the consumers. Under the new curriculum standards currently inbackground, primary and secondary art classroom has undergone enormous changes,but through interviews and surveys of students, we can see there are still someproblems now art classroom teaching, mainly in the teaching content and student needscontradiction between study its causes, mainly because of the elements of classroomteaching with the law of diminishing marginal utility. To solve the problems in theclass, we can process as classroom teaching as marginal analysis investigated therelationship between inputs and outputs of the producers and arrange teaching activities.Application of the principle of marginal utility to activate students’ needs, and expandthe scope of marginal utility value to avoid the negative effect of certain factors in theinvestment process, resulting in lower income students phenomenon, rational use ofteacher incentives, scientific control of the classroom. Make full use of teachingresources, teaching students to maximize every aspect of autonomy and participation, tooptimize class teaching, the aim of enhancing students’ overall revenue.This study attempts to build the concept of marginal utility for teachers in theclassroom assisted classroom teaching principles, based on the application of the law of diminishing marginal utility of classroom instructional design, and implement them inteaching practice, and achieved good results.Paper is divided into five parts, the first part of the origin, purpose, meaning andmethods described in this comprehensive study. The second part of the theory ofmarginal utility-related definition, interpretation contact this economic theory and artbetween classroom teaching, to conduct a feasibility analysis of its applicability in theclassroom teaching. The third part analyze the status quo at this stage to discuss issuesarising from the law of diminishing marginal utility caused. The fourth part is about themarginal analysis method to be applied to classroom teaching art to make specificpolicy. The fifth part is based on the principle of marginal utility of cases of primaryand secondary art teaching and analysis.