The Application Of Inquiry & Experiential Type Teaching In Rural Senior School Art Appreciation Course

Most of China’s rural high schools, compared with big cities education method has always been difficult to shake off the traditional thinking, young art teachers come to this place to reopen a world also inevitably come from the social, school parents pressure, the biggest problem is how to the college Entrance examination system under the quality education curriculum, young art teachers faced with difficulties. The region’s high school fine arts infrastructure is weak, the fine arts teachers, the majority of students from the township, the basic art of the Zero Foundation, practical ability, aesthetic standards with the mass media and swing; the society in the region the school’s teaching idea has always held the traditional concept, thought that the culture class is the focus, the other subjects are "heretical" and influence the enrollment rates, the students are subjected to many pressures and dare not try too much; art teaches can only let the art class remain conservative, dare not "the more and more". So if the art teachers want to break through the ego, open up to meet the new curriculum reform of the new teaching program.This article will explore the application of experiential teaching in the art appreciation class in ruralhigh school as the theme, the high school in Lujiang County, Hefei, Anhui Province as an example to elaborate. Inquiry-based teaching and experiential teaching, these two kinds of teaching forms are in the new curriculum reform concept proposed new teaching concept, they come from different ideas, make art classroom effective. Experiential teaching focuses on the students’ subjectivity of life, fully respects the differences and uniqueness of students,requires teachers to know and understand their students, the teacher-student relationship in experiential teaching is an equal relationship through communication, dialogue and understanding in teaching is no longer the majesty of the past teachers and "obediend" students, students have their own independent thinking; the carrier and core of inquiry teaching is to ask questions, experimental inquiry is a step, emphasizing students’ independent exploration,initiative thinking and solving problems, and focusing on sharing correction, Form a strong positive classroom atmosphere. But its limitations are also great: teachers will cover a wide range of lessons, easy to disperse the focus of the classroom and decentralized energy, for many aspects of the design need to pay attention to more details,such as time control, classroom organization. Arousing students’ eagerness to speak or to maintain a certain degree of activity, which will make the students go to silence or noise in two extremes, this kind of teaching model is first proposed by foreign experts and scholars, so far the domestic scholars have mostly concentrated on the teaching experience of a subject, we have not yet fully complete systemic experience and theoretical basis, especially in the rural high school art appreciation teaching is almost blank.The author combines the results of inquiry teaching and experiential teaching, and tries to explore a road suitable for the teaching of art appreciation course in rural high School, i.e.TheInquiry & Experiential Type Teaching in the course of art appreciation in rural high school. This kind of teaching model has been in the author’s Countryside high School has remarkable effect, although with large and medium-sized city is far apart,but has reformed the rigid traditional art appreciation class pattern. The author will explore The Inquiry &Experiential Type Teaching in the article divides into four steps: The first stage is the classroom organization stage, including the analysis textbook, the lesson preparation and understands the student; the second stage is the exploratory stage.