Group Learning Promotes Student-centered Learning

Group learning and student-centered course are currently discussed in the field of art education.This paper records and analyses a case of promoting student-centered teaching through cooperative learning —— light painting activity course.In the process of teaching,the author found that the students in the light-painting activity class are very devoted,and can spontaneously create a wealth of light-painting works of art,and these diverse works are not the result of teachers' technical imparting,but through the discussion and cooperation of group members,light painting activity course has the characteristics of student-centered.In the author's previous understanding,the knowledge content of students' learning mainly comes from the teaching of teachers.It is difficult to achieve a real student center.The final works presented are mostly similar and lack creativity,which is a problem that troubles art education.In the light painting activity course,the teacher only assigns the corresponding tasks to the students,and does not teach the specific implementation steps.However,through group cooperation,the student center is realized,and the course produces new creative methods and various types of works.Under the guidance and support of the tutor,this course is implemented by the students of the research and development group,including the author.The process of research and development is student-centered,through cooperative research and development courses.In the teaching practice of applying research and development results,the students of research and development group change their identity as teachers and adopt the same teaching method of student-centered.In the course of curriculum development and implementation,a large number of creative pictures have been produced in the teaching process of the two student centers,which deserve further discussion.In this paper,we record in detail all kinds of innovative achievements and the process of their production,application and development in each stage of the optical drawing activity curriculum,and further analyze how these innovative achievements are formed through cooperation and student center,and then summarize the general rules.The author hopes that these experiences and rules can be transferred to the research and development of other art courses to provide a new model for art education courses.