Research On The Cultivation Of Junior Middle School Students' Aesthetic Ability Of Fine Arts Based On The Reversal Classroom Model

Aesthetic appreciation ability is an important part of students 'psychological non-intellectual factors.The junior middle school period is the puberty of students,which is the key period to form aesthetic values and interests.Cultivating students' aesthetic ability is not only an indispensable part of junior high school art teaching,but also a key point in junior high school art teaching.However,the current art curriculum in most junior middle schools still adheres to the idea and practice of focusing on basic skills teaching,failing to mention the importance attached to aesthetic appreciation education,which leads to the idea of "quality education" can not be implemented in the art teaching in junior middle school stage,and students can not form their own aesthetic interest and self-construction of appreciation ability,at this price.In a society with diverse values,diverse lifestyles and rich artistic styles,it is impossible to effectively develop and improve students' observation,thinking and judgment abilities,which results in the difficulty of balanced development of students' various qualities.In order to solve a series of problems such as insufficient attention and insufficient reading of traditional art appreciation course for junior high school students,this paper applies the reversed classroom model to the teaching of art appreciation course in junior high school,and improves the current situation of art appreciation course for junior high school students through online classroom teaching and off-line classroom problem-solving,so as to enhance the aesthetic ability of middle school students.To this end,this paper mainly carries out the following aspects of work.The first part,introduction,introduces the research background and significance,and introduces the research content and research methods used in this paper.The second part is a summary of the current research situation.Through combing the relevant literature,we can understand the current situation of teaching flip classroom,the current situation of cultivating aesthetic ability in art class,and the current situation of cultivating students' aesthetic ability based on flip classroom.The results show that there are some problems in the current teaching of art appreciation course,such as single teaching method,insufficient students' reading,insufficient time for thinking and discussing works of art,and limited learning methods.It is necessary to reform the teaching mode and methods.Thecharacteristics of turning over class to put knowledge learning after class and consolidating knowledge in class can solve these problems.The third part is the core concepts and theoretical basis.This study focuses on aesthetic competence,so it is defined as appreciation and comment.Appreciation ability includes 1.Feeling natural beauty,understanding the subject matter,theme,form,style and genre of art works.2.Important artists and works of art.3.Know the relationship between art and life,history and culture.Ability to comment includes 1.Learning to appreciate and recognize art works from different perspectives.2.Gradually improve the ability of visual perception,understanding and comment.3.Gradually master the basic methods of art appreciation.4.Be able to recognize art in cultural context.Constructivism,informal theory and DBAE art education theory provide support for research methods,selection and implementation of classroom teaching method design.The fourth part investigates the current situation of art aesthetic ability teaching in junior middle school.The research uses questionnaire survey to investigate students 'attitudes toward aesthetic ability,interviews to understand teachers' attitudes toward aesthetic ability,and tests students' current status of aesthetic ability through aesthetic ability test.The fifth part,designs the teaching strategy of improving students 'aesthetic ability in art appreciation teaching in junior high school.According to the requirements of the new curriculum standard,the guidance of the theoretical basis and the analysis of the reversed classroom teaching mode,and based on the investigation and analysis of the current situation of the teaching of appreciation courses,the teaching strategies,the teaching process and the teaching evaluation are designed,and the methods and Strategies of improving students' aesthetic ability are preliminarily refined.The sixth part,based on the flip classroom to cultivate students' aesthetic ability of teaching implementation research.The study adopts quasi-experimental method,chooses two classes and adopts different teaching schemes.The experimental class uses the reversed classroom teaching mode.The control class uses the traditional classroom teaching mode.Through comparative analysis,it is found that the experimental class students' interest in learning,classroom activity,artistic vision and the analysis angle of artistic works are better than the control class.The seventh part,effect analysis.The test paper,job analysis and summary are used in the research.The effect analysis of test paper includes the design of test paper,the implementation of test paper,the data analysis of test paper and the analysis of test results.The homework analysis includes the evaluation criteria of art homework and the analysis of students' homework.The eighth part summarizes and deficiencies.In the design of art teaching,this study divides the teaching process into three dimensions: pre-class,in-class and after-class,and elaborates on the activities of teachers and students respectively.In the pre-class stage,the use of students' autonomous learning strategies,through students' micro-lesson self-study,art resources website to expand learning freedom to choose points of interest,expand students' art horizons,enhance students' appreciation ability.In the middle stage of the course,teachers and students use interactive strategies,mainly dialogues,situational methods,visiting methods,to cultivate students' aesthetic ability and improve students' ability to comment.In the post-class stage,teaching evaluation is conducted on students.Teaching evaluation is divided into formative evaluation and summative evaluation.Formative evaluation is carried out through teacher evaluation,student-student mutual evaluation and self-evaluation.Summary evaluation is carried out through the aesthetic ability test.After summarizing the whole research,this paper summarizes and reflects on the inadequacy of this research,and looks forward to the future research of aesthetic ability.