"Inquiry" Teaching Theory Of Shallow Secondary Vocational Art

In secondary vocational education, art education is to cultivate and shape the secondary vocational student’s artistic accomplishment and aesthetic quality education courses, to cultivate and stimulate secondary raw aesthetic intention, aesthetics has very important significance. Comply with the social and economic development to the secondary vocational education put forward new requirements for the classroom teaching of secondary vocational art education method to innovate and improve, not only is the urgent requirement of social and cultural development, is also the objective need of secondary vocational education’s own development. Exploratory teaching, is in the education teaching process, the position between teachers and students to adjust and optimize, let the student through "autonomous, inquiry and cooperation" of study way, to the current stage in the process of learning to master the main knowledge points to an interactive teaching mode of autonomous learning. This kind of teaching mode, maximum limit to activate the students in the process of education and learning enthusiasm and initiative. Widely used in the secondary vocational education, the teaching mode, the reform and development of secondary vocational education has a very positive role.This research adopted the literature analysis and practical analysis and other research methods. Based on the common problems existing in the secondary vocational education of fine arts of parsing and in-depth interpretation of the "inquiry" teaching method, the application in the secondary vocational art education "study type" teaching method and the advantages of science has carried on the essence of this paper. Studies suggest that secondary vocational art "inquiry" teaching mode can be formed "inquiry" teaching team, rigorous teaching target system, design theory and the practice of paying equal attention to teaching courses, innovative ideas such as ideas to create multimedia teaching application, and in the specific application of this teaching mode, need to hang on to secondary vocational interest in learning, in the teaching scientifically setting teaching problems and rigorous practice plan, in due course for the students to build appropriate expression of the stage, and students to share their thinking, teaching to the students’ learning enthusiasm into specific learning outcomes, to achieve the final aim of secondary vocational education of fine arts.