Application Research Of Thinking Maps In Art Teaching Of Junior High School

With the development of the times,the "visual culture" element crosses the streets and alleys in which we live and becomes a beautiful cultural landscape.On the one hand,the course of fine arts highlights the vision and plays an important role in cultivating people's aesthetic consciousness,image reading and aesthetic judgment.On the other hand,art subject education uses "image" as a medium for emotional communication and expression.Whether in appreciation of painting or creative design,it is necessary to deal with images.As one of thinking visualization tools,thinking maps can externalize people's thoughts,knowledge and creative thinking in the form of images and visualize their thinking.At the same time,based on the new period,how to effectively combine art teaching with visual visualization,innovative thinking,core quality,etc.They are important problems for art teachers and researchers.In recent years,the research of thinking maps in China's education and teaching has gradually increased.thinking maps is a set of thinking visualization tools.It consists of Circle Map,Bubble Map,Bridge Map,Double Bubble Map,and Flow Map,Multi-flow Map,Tree Map,Brace Map are composed of eight kinds of thinking icons,and each thinking icon represents a thinking activity.Applying thinking maps to junior high school art teaching can add bricks and mortar to the art teaching classroom,which is not only conducive to the improvement of art teaching for teachers,but also to the development of students' thinking ability and the improvement of learning efficiency.This article is mainly divided into four parts:First,based on the concept,the thinking maps,art teaching,and the relationship between the thinking maps and art teaching are analyzed.The mind map,concept map,and thinking maps are analyzed in order to avoid Confusion;The second is to analyze the necessity and feasibility of thinking map applied to junior high school art teaching from the aspects of art curriculum standards,educational theory,and the current state of art teaching;The third is based on existing practical research results and theoretical foundations,Emphasizes and analyzes the application strategy of thinking map in junior high school art teaching,and at the same time uses the junior high school people's art publishing textbook as the art teaching content,and analyzes eight teaching diagrams of the thinking map to analyze the case of art teaching design.The fourth is to start from teaching practice and apply the thinking maps to the junior high school art teaching class.Take the fourth lesson“Expressing Emotion with Color" and the seventh lesson "Three Chinese Artists" in the eighth grade book of People's Fine Arts Publishing House."thinking maps" teaching strategy runs through the art teaching process.The application of thinking maps in junior high school art teaching can improve the art teaching mode,teach in a graphical way,exercise students 'various thinking abilities,and promote the development of students' high-level thinking abilities.At the same time,the various thinking activity diagrams of the thinking maps provide]earners with multiple types of thinking methods when solving problems,which can improve learner problem solving capabilities,strengthen learner knowledge transfer capabilities,and stimulate learners' potential to learn.