| During the period from January to December 2017,I used the workshop of Chinese traditional art courses jointly organized by The Devonshire Hill Nursery & Primary School in London,England,with a Confucius Institute in London.This classroom is a teaching environment,using dialogue,observation and discussion.The method of reflection and other methods used part of the classroom situation during the 11-month period as the analysis material,and conducted a practical study on the subject used in the primary school art class in the UK.This paper analyzes the background of the UK's learning of primary school mathematics teaching methods in China in 2014,and applies the concept of deep teaching to the traditional Chinese art class taught by myself.The teaching status quo of multi-teaching in English primary school education is teaching research.The environment is fused.The personal emotional attention to the subject of practice,the perception of aesthetics,and the communication and thinking under the collision of culture are the goals of students' self-thinking and reconstruction in the traditional Chinese art classroom.Through the analysis and description of the dialogue process between myself and the students in the teaching process,the related teaching problems of the deep teaching applied to the British primary school art class are discussed.This paper first expounds the source and characteristics of the deep-seated teaching,the status quo of the British primary education and the formation of the characteristics and the implementation of the practical curriculum.On this basis,the dissertation is mainly discussed through three veins: First,the selection of the course content and the teaching objectives are determined under the comparison of the two teaching methods,and the documentary changes of the students in the in-depth teaching characteristics are discussed.From the three aspects of the cultural understanding and interest cultivation under the collision of different cultures,the characteristics of the deep-seated teaching,the application of the theoretical foundation,the basic combination of the works and the interest of the creative creation,the students' records in the teaching practice are recorded and analyzed.Second,in the main body of teaching practice,analyze the problems in teaching practice and make adjustments in the content of the classroom.After the course,the discussion on the reshaping of the role of teachers in the discussion.Third,as the identity of the researcher of teaching practice,the classroom teaching practice is integrated to further consider the main body of teaching practice.Explain the characteristics of students' transformation in the classroom and analyze the factors that influence the classroom.Finally,some thoughts on teaching practice are given and some suggestions are given.Combined with the investigation of these aspects in the process of teaching practice,this paper analyzes the growth process of my transformation in the process of practice;through the description of the ideas and dialogues in the practice of classroom teaching,I explored the teacher's deep teaching in the exhibition.The method integrates the integration and transformation of professional concepts in Western classroom thinking into the growth path of the classroom.This paper believes that under the British teaching environment,the teaching of the theoretical basis of each subject of students has not reached the depth of its dedication,so I apply the most important depth teaching in Chinese education to the classroom of English primary school art education.Come and give a deep understanding of the depth of the student's subject.This paper selects a number of classroom teaching dialogue cases to present the teaching practice process,and records the transformation of the deep teaching applied to the students' thinking construction after the classroom.Through my preliminary practical research and analysis,I hope to cause relevant people to think more deeply about this practical topic. |
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