Dole 4r Theory Under The Guidance Of Junior Middle School Art Class Teaching Design And Implementation Of The Pattern And The Life

The curriculum theory of small William e.dole based on the reflection of modern curriculum and the influence of postmodern philosophy,combined with piaget,high split jin,Dewey,and another person's achievements in the field of philosophy and education,puts forward the post-modern perspective on curriculum.Doll's post-modern perspective on curriculum emphasizes is generative courses,in the process of teaching need the dialogue between teachers and students,reflection,to organize the course of development,therefore,the postmodern curriculum is the core elements of "process",in order to form the process,dole "4 r" theory was proposed,namely the rich,richness;Recursive,regression;Relational,relational;Rigorous,rigorous."4R" is the first letter of the four English words.4R theory is the characteristic and quality standard of postmodern curriculum.Rich,including both breadth and depth,breadth refers to the surface course involves wide,depth refers to the courses in a variety of uncertainties,according to the problems in the teachers guide students thinking,and the depth of the development courses.Need to teachers and students in conversation,according to the uncertainty of the "right amount",abnormal,imbalance,dissipation to adjust the curriculum,develop a new learning content,this is the nature of the transition of the rich sex course.Recursive refers to the individual and the environment,the other,the culture of the reflective self formed in the interaction of cognitive way of ascension,through reflection,constantly from secondary to reflect on the original experience of experience,every end is a new starting point,be the start of the next stage of learning.Relational,including education association and cultural association.Education refers to the course of the concept,content,text,teaching of teachers,students and media interaction between the factors and the vast network of the,is the inner link of curriculum structure,students cognitive change through this connection.The rigor of dole is not the meaning of precision,but the uncertainty and interpretation.Uncertainty refers to the search for different workarounds,relationships and connections.Interpretation refers to the conscious search for underlyingassumptions and to engage in dialogue in these assumptions.Emphasis on the recognition of multiple possibilities,the search for a variety of solutions,and a focus on the process of "uncertainty" in an uncertain situation.In analysis,grasp the connotation of postmodern curriculum,analyses the source of dole 4 r theory,on the basis of the core principles of the author in the practice of education for a semester,explore the 4 r theory applied in junior middle school fine arts teaching,efforts to achieve the maximization of the value of art education,obtain the good teaching effect.This paper only chooses the teaching of "pattern and life" as a case to analyze,reflect and summarize the characteristics,values,limitations and improvement measures of junior high school art teaching under the guidance of 4R theory.1.4R theory is applied to the advantages and limitations of art teaching practice in junior high school.The 4R theory is applied to the teaching practice of fine arts in junior high school,which has made a great breakthrough in the established teaching goal and obtained the greater education value.But if improper grasp,and can cause the teaching goal by generative set objectives cannot complete the embarrassment of dissipation,have special needs teachers of open education and flexibility of teaching skills.2.4R theory is applied to the value of art teaching in junior high school:(1)cultivate students' divergent thinking ability;(2)improve students' self-exploration ability;(3)promote the knowledge value of education of art to be of capability value.3.Use 4R theory to improve the teaching value of art teaching in junior middle school:(1)the relationship among teachers guide students in thinking,the students in the fine arts classroom through the background knowledge to understand art knowledge,the knowledge of the teaching goal to rise to the ability to target,at the same time,enrich the teaching content.(2)within the unit class,teachers "self-organization" type of guidance,teachers and students together in an atmosphere of uncertainty,the knowledge gained through students' inquiry more profound,developed from the perspective of students learning contents,more in line with students' cognitive ability,greater acceptance of thecourse teaching practice in junior high school.