| Both China and the West have their own development history of art education,and the development of art education presents different characteristics.The inheritance mode of ancient Chinese art education is mainly family and apprentice.Family transmission is mainly from father to son or brother to younger brother,father or elder brother assumed the identity of the educator.The master and apprentice are mainly direct or indirect teachers,teachers assume the identity of educators.With the establishment of new schools in the late Qing Dynasty,the new teacher-student relationship was promoted.In the Middle Ages and Renaissance,the inheritance mode of western art education was mainly the apprentice system in guild workshops.The master disciplined the assistant,and the assistant disciplined the apprentice.The master assumed the identity of the educator,while the assistant was the educated before the master and the educator before the apprentice.With the rise of the academy of Fine Arts in the 16 th century,the traditional western mentoring system was gradually transformed into a teacher-student relationship,and art teachers assumed the identity of educators.At present,quality education requires moral education,intellectual education,physical education,aesthetic education and labor education.As a humanities discipline,aesthetic education shoulders the mission of making people human.Art education is the means and premise of aesthetic education.School art education is the main channel of art education.Basic art education is the popularization stage of school art education.Basic art teachers are educators and implementer of basic art education.They shoulder the glorious mission of realizing the goal of basic art education,realizing the popularization and ideal of aesthetic education.The teachers of basic art education come from the talent training of higher art education.In this paper,by studying the situation of teachers in basic fine arts education,reflecting on the problems existing in the cultivation of talents in higher fine arts education,improving the quality of the cultivation of teachers in basic fine arts education,improving the situation of teachers in basic fine arts education,promoting the popularization of aesthetic education and the realization of the ideal of aesthetic education.This paper is divided into five parts:The first part:The development background of art education is analyzed.This paper analyzes the historical background of the development of Art education in China and the west and the realistic background of the development of art education in China.This paper expounds the mission of aesthetic education as a humanities subject and the mission of basic art teachers.The second part : This paper makes a field survey of the teachers of basic art education in Changzhou.A questionnaire survey was conducted on art teachers in primary schools,middle schools and high schools in Changzhou,and 306 questionnaires were collected from 123 primary schools,middle schools and high schools.And through interviews with primary school,middle school,high school art teachers in Changzhou area and observation of the primary school,middle school,high school art class in Changzhou area to support and supplement the results of the questionnaire survey.According to the result of field investigation,the present situation of teachers of basic art education in Changzhou area is analyzed.The third part:The teachers of basic art education come from the talent training of higher art education.Part of the problems existing in the teachers of basic art education can be improved by solving the problems existing in the cultivation of talents in higher art education.By analyzing the situation of teachers in basic art education,we reflect on the problems existing in the cultivation of talents in higher art education.The fourth part : Through perfecting the talent training system of higher art education,this paper puts forward the countermeasures of training teachers of basic art education,improves the quality of training teachers of basic art education,further improves the situation of teachers of basic art education,and promotes the popularization of aesthetic education and the realization of the ideal of aesthetic education.The fifth part : Conclusion.Summarize the research results.Summarize and summarize the development background of art education,summarize the status quo of teachers in basic art education in Changzhou,reflect on the status quo of teachers and summarize the problems existing in talent training of higher art education,and summarize the countermeasures for teacher training of basic art education. |
