The Exploration About The Application Of Constructivism In Dialogue Type Teaching Of Art Appreciate Course In High School

A new round of basic education curriculum reform advocates students to part icipate actively, to explore curiously and to have hands-on ability, cultivating stud ents’ ability of collecting and processing information and the ability of acquiring n ew knowledge, analyzing and solving problems as well as communicative and coo perative competence. Students are seen as learners rather than recipients of knowle dge and skills and they are active learning agents who construct meaning and rela tions through activities, which reflects the essential change of learning beliefs. Co nforming to the trend of the new curriculum reform, dialogic teaching arises at th e historic moment and becomes an effective teaching mode in current high school fine art appreciation courses. However, we are clearly aware of the problems ari sing during the process its implementation. The problems include, for example, th e low participation and lack of interest of the students, the dialogic interaction res tricted to few students and the teachers’control over the dialogues and delineatio n of category. Due to those problems, the current dialogic teaching practice in hi gh school art appreciation courses rarely helps students complete the meaning con struction of their personal experience. Although many researches about dialogic te aching have been conducted and there is much exploration concerning the theories and practice of dialogic teaching in high school art appreciation courses, the pro blems existing in practice and solving strategies have rarely been touched upon. T herefore, seeking to solve the problems existing in dialogic teaching in high scho ol arts appreciation courses and better utilizing the teaching mode to make it mor e meaningful need our prior attention.By applying literature review, teaching experiments and comparative study an d drawing lessons from the relative researches on constructivism, this thesis analy zes and studies the optimization of dialogic teaching in high school art appreciatio n courses. Based on the original advantages of dialogic teaching, on the basis of grasping the spirit connotation of constructivism theory, this thesis is a new explo ration of the more reasonable application of constructivism in dialogic teaching so as to make dialogic teaching in high school art appreciation courses more benefi cial to the meaning construction of students’personal experience.