The Application Of Cooperative Learning In High School Fine Arts Teaching Research

Blessed by the famous American educator, (Fouts) in the newly revised "education reform" (the fourth edition) book reiterated:"cooperative learning, if not the biggest education reform in contemporary then at least one of the biggest." In 2001, the state council "about the decision of the elementary education reform and development" pointed out:"encourages cooperative learning, and promote the communication between students and common development, to promote the teachers and students teaching is learning." High school art curriculum standard explicitly put forward:to enhance the students’ consciousness of cooperation, the art knowledge and skills in cooperative learning, the development of visual perception ability, art appreciation and performance as well as to the art of the integrated use of skills. With the development of The Times and social progress, people more and more profoundly realize:the cooperation consciousness and cooperation ability, team spirit has become the people can be the key to success, become the basic requirement of the era of talent. But now more and more only children, they lack basic skills to get along with others and communication, lack of cooperation consciousness and cooperation ability. The excessive pursuit of graduation rates of primary and secondary schools in our country, form the competition between individual and individual, cooperative learning without attention. These conditions in today’s cooperation consciousness, cooperation ability and social skill in the information age is out of step.This paper introduces the theory of cooperative learning combined with the actual teaching, through the research on the theory of cooperative learning and cooperative learning in high school art teaching research present situation investigation, the application shows that application of cooperative learning in senior high school art teaching strategy, and then to the application of cooperative learning in the high school fine arts teaching case empirically, and finally the application study of cooperative learning in senior high school art teaching to carry on the summary and reflection.This thesis mainly five chapters, each chapter summarize the content as follows:The first chapter first the definition of cooperative learning, theoretical basis, basic elements do must understand and study, and then use the commonly used strategies of cooperative learning theory study and draw conclusions:(1) the group discussion-based; (2) the inquiry-based teaching method; (3) homework collaborative; (4) students team division of labor, And then to the high school fine arts teaching and art teaching, art teaching design value orientation analysis summarized, then expounds the art teaching the application of cooperative learning in high school.The second chapter is the application of cooperative learning in high school fine arts teaching research the present situation of the investigation. Adopts questionnaire survey and interviews survey method, after some understanding of cooperative learning to the teachers and students make a detailed investigation. The survey results show that:1. The art teachers should improve the understanding of cooperative learning.2. The need to strengthen the application of cooperative learning in high school teaching.3. The cooperative learning in high school art teaching application strategy research should be strengthened.The third chapter mainly elaborated for the application of cooperative learning in senior high school art teaching practical strategy. First combined with high school fine arts walcott some property, right and applied arts disciplines in the humanities, visual, practical and characteristic such as pleasure, and should follow the principle of, the second high school fine arts education practice in the actual situation analysis, finally summarizes the application of cooperative learning in high school fine arts teaching strategy:1. Based on the ontology of fine arts, combining with the characteristics of cooperative learning and curriculum, teaching target is determined.2. According to the characteristics of students, reasonable grouping, clear responsibility, play the advantages of cooperative learning.3. Stick to the teaching contents, practice situation, stimulate the learning enthusiasm of the students’ cooperation.4. The steering group cooperative learning, teachers’ leading role into full play.5. A reasonable evaluation of learning results, and promote the students comprehensive development.The fourth chapter is the concrete for the implementation of cooperative learning in senior high school art teaching cases.The fifth chapter is the application of cooperative learning in high school fine arts teaching of summary and reflection, summed up the research achievements, problems and difficulties, but also by their own practice research, this paper sums up the cooperative learning in high school fine arts teaching the application of principle.Through the study, the following conclusions:the application of cooperative learning to senior high school has practical significance in fine arts teaching, can effectively arouse the students’ interest in learning art, improve student engagement with art learning students’ cooperation consciousness and cooperation skills, alleviate the pressure of the students, help the formation of students’ good psychological quality. This topic in the process of research, through constructing the practical teaching of the application of cooperative learning in senior high school art teaching strategy, have certain theoretical significance and practical value, are looking forward to for high school teachers of fine arts in fine arts teaching has practical reference value.