Study On School Art Teaching Language

After quality education has been implemented for more20years, the positive role ofart courses playing in the development of students’ aesthetic ability and practical abilitybecomes more and more notable, which has been the consensus of educators. The standingof art courses has been standing, but with the extensive use of multimedia and the vigorousimprovement of art practice, teacher’s ability of teaching language is weakening, affectingthe educational effectiveness. The accuracy and artistry of expression are the basic skills ofteachers, which are measurements teacher professionalism. Basic accuracy is based onprofessionalism. There are many professional terms and professional concepts in artdiscipline. Only knowing these professional terms and professional concepts well, youcould express the meanings of them. Precise language can hit the mark with a singlecomment. Artistic language can run a silent. In fact, the accuracy and artistry of languageare inseparable. Artistry is the skill, and accuracy is the foundation. Only based onmastering the language of art discipline, you could talk about artistry. The famous educatorComenius said:“Teacher’s mouth, is a source of knowledge, where the knowledge streamcomes from. Any course is inseparable from language expression”. But, art teachers oftenignore this point. The importance of classroom teaching language has not been given thecorresponding attention.In this paper, using cases of art classroom teaching and related theoretical researchfindings for reference, based on the full understanding of the basic meanings and featuresof the language and teaching language, the functions and features of the art teachinglanguage are analyzed. Wherein summing up the relevant language features of eachteaching link in art classroom, is author’s important thought process, to “question” and thecurrent situation of art teaching language, while the applied strategy of art teachinglanguage in classroom is a core part of the study. In this article, the author mainly beginswith knowledge teaching, new knowledge import, work evaluation, demonstration, and usecase analysis method to explore related wording strategies. In addition, the author make apainstaking investigation on a large number of art teaching language records, and putsforward some views on gives some theory knowledge teaching wording strategies, newknowledge import wording strategies, work evaluation wording strategies anddemonstration wording strategies. Finally, the author uses the development trend of artteaching language for reference, and also believes that improving the regulation awarenessof teaching language, improving art teacher’s teaching knowledge structure, andstrengthening the training of art teacher’s teaching ability are important ways to optimizeart teaching language.