Research On Teaching Practice Of High School Art Appreciation Based On "Cultural Understanding"

The Ordinary High School Art Course takes the forming procedure of the spirit and moral of a person as the fundamental task,learns to discover,present and analyze problems in real life through learning,and comprehensively applies art disciplines and interdisciplinary knowledge and skills to solve problems and enhance responsibility.To form the core literacy of the art discipline,such as image recognition,artistic expression,aesthetic judgment,creative practice and cultural understanding required by high school students.According to the requirements of the general high school curriculum program,the art appreciation learning module is a compulsory course.Through cultural penetration and understanding,the art works will be better understood,and the requirements of the new curriculum standards will be realized."The core literacy of the discipline is the concentrated expression of the value of the subject's education.It is the correct value and key ability that students gradually form through the study of a certain subject.The core literacy of the art discipline mainly includes image reading,art performance,aesthetic judgment,and creativity.Practice and cultural understanding.Among them,cultural understanding mainly observes and analyzes and deepens the understanding of art works,phenomena and concepts from the perspective of culture.Through the study of this course,students willgradually observe and understand art works from a cultural perspective.The habits of art phenomena and concepts,understanding the relationship between art and culture;understanding the connotation and artistic charm of Chinese outstanding traditional art culture,strengthening cultural self-confidence;understanding the cultural diversity embodied in different countries,regions,and art works,and admiring foreign excellence Art work."This thesis uses the high school art appreciation textbook as the material to analyze and explain the difference between Chinese painting and Western painting by using the comparative method,thus improving students' artistic accomplishment and art appreciation ability,and feeling the different visual experience brought by cultural differences.The thesis consists of four parts: The first part is the introduction,which mainly summarizes the research background,purpose and significance,research status,literature review,research methods,research difficulties and innovations.The second part,the "cultural understanding" literacy in the high school art appreciation teaching feasibility analysis,this chapter mainly elaborates the definition of the relevant concepts of this study,the Hunan education version of "high school art appreciation" textbook analysis and "cultural understanding" literacy in high school art Appreciate the feasibility of teaching practice.The third part is the analysis of the status quo of "cultural understanding" literacy in high school art appreciation teaching.The fourth part,the "cultural understanding" literacy in the highschool Chinese and Western painting appreciation teaching theoretical exploration.It focuses on the different cultural backgrounds of the differences in material techniques,language styles and creative concepts between Chinese and Western paintings in high school art appreciation teaching.It will be better to understand the social functions of art in different historical stages.To understand the relationship between art creation and real life,each group of analysis is accompanied by detailed analysis of works.The fifth part,for the previous theoretical discussion,design the corresponding teaching case.With the development of society,the requirements for qualified middle school students are getting higher and higher.Relatively,as an art teacher,the original teaching mode should be changed.While imparting knowledge,it pays attention to the cultivation of students' "cultural understanding" literacy and conforms to the times.Development needs.