The Practical Exploration Of "Issues-based Approach To Art Education" In The Art Appreciation Course Of Senior High School

The "Ordinary High School Art Curriculum Standards"(2017 edition)firstly proposed the five core literacy of high school art disciplines-image reading,art performance,aesthetic judgment,creative practice and cultural understanding.Based on the core literacy background,the teaching goal of the high school art appreciation course is not only to teach students pure image appreciation knowledge,but also pay more attention to improving students' aesthetic level and artistic accomplishment ability.In the high school art appreciation class,because of the pressure of students' study and lack of attention in thought,and innovative awareness of some teachers,their methods of teaching are single,the actual teaching effect of the course often fails to meet the requirements of the new curriculum standard.In the process of studying the relevant theories of "Issues-Based Approach to Art Education",the author thinks that if the relevant strategy of "Issues-Based Approach to Art Education" can be applied in the high school art appreciation course,the teaching content will be transformed into the practice teaching process.The form of "Issues" allows students to conduct research and exploration in groups,cooperate to complete learning tasks,and finally achieve the teaching objectives of the course.It can fully mobilize the students' initiative in the learning process,cultivate the awareness of cooperative inquiry,exercise the ability of critical thinking,master new knowledge in a pleasant and relaxed learning atmosphere,and efficiently complete the curriculum tasks of the core literacy of high school art disciplines.How to highlight the attributes of art disciplines,use cutting-edge teaching theories,cultivate students' sense of cooperation,read maps,and guide students to understand the deep meaning of classic art works is the focus of this study.First of all,this study interprets the "Issues-Based Approach to Art Education" from the three aspects of concept generation,meaning definition and“relationship-based”art education theory.Secondly,taking Tianshui City No.1 Middle School as an example to carry out the background investigation and analysis ofpractical teaching,starting from the two aspects of curriculum opening and teaching development.Thirdly,the teaching content,the process of teaching,the teaching process and the reflection of teaching are explored in the specific content of the teaching content of "The War and Peace-The Relationship between Social Transformation and Art Works" in the Unit 3,lesson 6 of the high school art appreciation module is selected.Finally,based on the above practice,the high school art appreciation course "Issues-Based Approach to Art Education" is summarized from three aspects: teaching principles,implementation strategies,and teacher quality requirements.The conclusion part of this study starts from the concrete examples of teaching practice,and summarizes the advantages and disadvantages of the high school art appreciation class to carry out "Issues-Based Approach to Art Education".