Research On The Teaching Practice Of Themed Courses In The Art Appreciation Class Of High School Under The Core Literacy System

With the rise of research on core literacy at home and abroad,a research boom has also formed in China.The Ministry of Education officially released the overall framework of "China's Students' Development Core Literacy" after a series of practice and research on September,2016.The general high school curriculum standards formulated with the discipline core literacy concept were formally implemented in the fall of 2018.The era of "Chinese students' development of core qualities" is coming.How to comply with "core accomplishments" and implement them in the art discipline is a challenge that all our art educators need to face.The introduction of the core literacy of the art discipline not only clarified the direction of the revision of the“General High School Art Curriculum Standards(2017)”,but also put forward higher requirements for high school art teaching.This high school art curriculum reform divides the learning content into seven learning modules according to the category of fine arts.The art appreciation course is the only required course for this curriculum reform.The art appreciating course is an important part of the high school art course.It plays an important role in cultivating students' core knowledge of the art discipline.The long-standing knowledge-based art appreciation teaching emphasizes the importance of appreciation of knowledge but ignoring the student's self-exploration of the artistic creation process,resulting in students lacking subjectivity and systematism in the study of knowledge.Meanwhile the role of schools and art teachers in appreciating the art.Nor did it attract sufficient attention.It was not optimistic that the art appreciation course was opened.The main content of this thesis is divided into four parts.The focus of the research is to study the relationship between core qualities and high school art appreciation teaching,and to explore how subject teaching can nurture and enhance the core qualities of art disciplines in the high school art appreciation curriculum.The first part is the theoretical basis of the full text,which is mainly combed theoretically,and defines the related concepts of this study.It mainly expounds the relationship between art core quality and high school art appreciation courses,and appreciating the subject curriculum in high school art appreciation teaching.In the second part,the students of senior one and senior two and the art teachers working on the frontline of education were the subjects of the study.The art appreciation courses in many high schools in Xi'an were investigated and analyzed through research methods such as surveys and interviews in order to understand the status and problems of teaching,and sort out the reasons for it.The third part focuses on the current situation and problems of high school art appreciation teaching,from the four aspects of teacher's professional growth,teachers'teaching methods,teaching evaluation mechanism,and the development and use of art courses.The teaching strategies for the subject curriculum of high school art appreciation aiming at cultivating and improving the core accomplishment of art disciplines.The fourth part learns from the theme teaching design process of learning other subjects.It mainly explains how to use thematic teaching to cultivate core qualities of art disciplines in the following four aspects:the basis of thematic teaching-analysis of background,the core of thematic teaching-the choice of theme,the key to thematic teaching-creating like an artist and the purpose of thematic teaching-the cultivation of core literacy of disciplines.This section establishes the theme of appreciation,"impression·vincent," allowing students to experience the process of "creating like an artist",studying fine arts,and cultivating students,core qualities of fine arts disciplines.