Realistic Analysis And Suggestions On Intangible Cultural Heritage Into Junior Middle School Art Course

Intangible cultural heritage is the condensation of human wisdom,and material culture has the same important position,the protection and transmission of intangible cultural heritage is an important responsibility for education.The intangible cultural heritage formed by the Chinese nation in the course of historical development carries the national spirit.Adolescents are the future of the nation,and there is an urgent need to raise awareness of adolescents' conscious protection and inheritance of intangible cultural heritage.School education is one of the most effective ways of educating the intangible cultural heritage.The cultivation of related consciousness should penetrate into the school curriculum,so that the intangible cultural heritage can be rooted in the school education.Therefore,in the middle school art curriculum,Left "resources have important significance.The study consists of five chapters,the chapters are summarized as follows:The first chapter is the introduction,mainly elaborates the origin of the research,summarizes and analyzes the related research situation,defines the "non-left" and the folk art concept,clarifies the research purpose,the research significance,the research content and the research method.The second chapter mainly discusses the meaning and path of "non-left" into art curriculum."Non-left" into the art curriculum can improve the overall quality of students,especially to cultivate students' aesthetic ability,innovation ability and promote cultural inheritance,and art curriculum standards,art teaching materials,art teaching process is "non-left" into art courses The main path.This chapter is the theoretical basis of the study.The third chapter analyzes the status of "non-left" resources into art curriculum standards,selects the different art curriculum standards from 1988 to 2011,analyzes thechanges and reasons of "non-left" in junior high school art curriculum standards in different periods,And the problems in the curriculum standards were reviewed.The fourth chapter analyzes the situation of "non-left" resources into art teaching materials,selects three representative art teaching materials,compares the three kinds of art materials from the three dimensions of content,structure and presentation mode,revealing their own characteristics,And the art of teaching materials in the existing problems were reviewed.In the fifth chapter,the author puts forward some concrete suggestions on how to better integrate into the junior middle school art curriculum standards and art teaching materials in combination with the problems found in the previous chapters.The lack of research is not enough to open up,and it is not enough to pay attention to the integration of "non-left" resources and art courses in other countries.In addition,the research focuses on the analysis of the contents of the text and is not enough attention to the reality of art teaching process.