Exploration Of High School Art Appreciation Teaching Based On Discipline Core Literacy

China's education has entered the era of core literacy.The core literacy of the subject was born in this environment.Based on the core literacy of the subject,this paper attempts to explore some teaching methods,learning methods and evaluation methods that are conducive to cultivating students' core literary skills in high school aesthetic appreciation teaching with literature research,case studies and experimental methods.The main point is in the following areas:First of all,it explores the background and significance of this study.Based on the core competence of the subject,the exploration of high school art appreciation teaching not only embodies the implementation of core qualities of students,but also integrates the students' core qualities into specific disciplines to carry out the discipline core Practice and Exploration of Literacy.At the same time,the related research at home and abroad are correspondingly analyzed.Secondly,it defines the related concepts of the core literatures in art discipline and analyzes the connotation of "image reading","aesthetic judgment" and "cultural understanding" in high school art appreciation teaching.Besides,thinking about the Status quo of the high school art appreciation under the previous "three-dimensional goal",this paper analyzes the challenge from teachers,students,schools which will face up.Finally,according to the analysis of the previous article,I put forward the core high school art appreciation teaching methods and the mode.And integrates it into the Teaching case which is three kinds of art types.This case is divided into six subunits which are "first acquaintance art type","exploring concrete art","exploring image art","exploring abstract art","creating and expressing",and "evaluating and exchanging".this series of inquiry learning improve students' independent cooperation and the exploring ability to acquire knowledge,at the same time,based on the correct aesthetic judgments,students can identify the relevant art works from the perspective of cultural understanding and finally turn them into a problem-solving ability with art thinking.As a result of this repeated class training,students' art core competence gradually improve.