Research On Teaching Design Of Folk Art In Junior Middle School Based On Constructivism

With the promotion and implementation of the new curriculum standard,folk art in junior high school art curriculum has been paid more and more attention.The Art Curriculum Standards for Compulsory Education(2011 edition)clearly put forward in the basic concept of art curriculum,recognizing art in a wide range of cultural scenarios,and cultivating students’ love for the excellent cultural traditions of the motherland.In the compilation of art textbooks,it is also mentioned that special attention should be paid to the promotion of national culture,and excellent national folk art design should be included in art textbooks to cultivate students’ understanding and love of traditional culture.It can be seen that folk art course is an indispensable and very important course in basic education.In today’s junior high school art textbooks,there are also folk art content settings,but there is a lack of reasonable teaching design,the past teaching design can be optimized and improved in many places.Faced with such a situation,our teachers should change the traditional concept of teaching design,adjust the problems existing in the teaching plan,and optimize the teaching design of folk art courses.Constructivist instructional design breaks the traditional instructional design model and emphasizes the construction of new knowledge on the basis of learners’ existing knowledge and experience.It emphasizes situational,interactive,cooperative and practical learning.More attention should be paid to the process of students’ independent experience,exploration and creation.All of these provide an important theoretical basis and practical methods for cultivating students’ observation,imagination and innovation and improving their aesthetic ability to meet the requirements of the new curriculum standards.Starting from the theory of constructivism,this paper first outlines the basic concepts of constructivism and instructional design,and clarifies their meanings and characteristics.Secondly,according to the characteristics of folk art and constructivism,three modes of teaching design of folk art in junior high school are summarized.Then through the design case,combining theory and teaching with practice,four kinds of teaching cases are designed to explore the application of constructivism teaching design in the folk art curriculum of junior high school.Finally,we reflect on the constraints and shortcomings in the implementation and draw conclusions.Basedon the constructivism of junior high school folk art curriculum design,more conducive to expanding the ideas of folk art curriculum design,so that the implementation of folk art teaching effect is better.This study is divided into five parts: the first part,introduction.The background,significance,innovative points and research methods of the research are mainly explained,and the literature review of the research status is also given.The second part is an overview of Constructivism theory.This paper expounds the concept of constructivism,the development of constructivism and the basic concepts of constructivism.It lays a good theoretical foundation for the later research of teaching design.The third part,on the basis of overview of the meaning,characteristics and classification of art teaching design,combined with the characteristics of folk art and constructivism,discusses and summarizes the types of teaching design of folk art in junior high school.The fourth part,first of all,elaborates the relationship between constructivism and the teaching design of folk art in junior high school.Then,Four courses about folk art in junior high school art textbooks published by People’s Fine Arts Publishing House were selected.adopt three constructivist teaching design modes of junior high school folk art,carry out the teaching design,and present it in the way of teaching cases.Integrating constructivism theory into practical teaching application can improve the effect and quality of folk art teaching in junior high school.The fifth part is reflection and conclusion.This paper mainly considers the shortcomings of this study,as well as some constraints in the implementation and draws the final conclusions.