Primary Schools Use Museum Resources To Carry Out Action Research On Aesthetic Education Teaching

In the new era,the connotation of aesthetic education is more abundant.Aesthetic education is not only a systematic beauty education and aesthetic education,but also a deep-seated emotional education and ideological education,which has an indispensable value and significance for the development of individuals and society.The State Council put forward clear requirements for strengthening school aesthetic education,"integrate all kinds of aesthetic education resources,promote the interaction between school and society,and form an atmosphere that the whole society cares about and supports the development of aesthetic education and the overall growth of students".School aesthetic education has received unprecedented attention and attention.With the highlight of social education function and aesthetic education value of museums,museum resources have become an important position to broaden aesthetic education channels and promote the development of aesthetic education.The aesthetic education function of the museum mainly includes inheriting culture,carrying forward spirit,arousing patriotic feeling,cultivating aesthetic interest,improving aesthetic feeling,enriching aesthetic imagination,stimulating infinite creativity,etc.Museum resources also have rich aesthetic education value,mainly including intuitive feelings,rich aesthetic experience;digital appreciation,enhance aesthetic interaction;orderly exploration,enhance aesthetic understanding;personalized explanation,broaden emotional experience.The museum's intuitionistic collection resources,various forms of educational activities,well-designed exhibition and display are consistent with the physical and mental development characteristics of primary school students,such as playfulness,curiosity and curiosity,and image thinking.Therefore,this paper attempts to use museum resources to carry out the action research of primary school aesthetic education,in order to provide practical reference and reference for the development of Museum aesthetic education curriculum resources and the development of primary school aesthetic education.In order to provide theoretical supporting materials for action research,this paper combs the educational value of Museum aesthetic education resources from two aspects:the aesthetic education function of Museum and the aesthetic education value of museum resources.In addition,this paper selects three representative and successful cases led by museums or school teachers at home and abroad,in order to provide experience reference and help for the smooth implementation of action research.For example,according to the characteristics of children's cognitive development and the advantages of exhibition resources,we should choose appropriate activities,adopt various forms of aesthetic education,and develop a series of theme courses.As the name implies,action research is research in action.Before the implementation of action research,the author will make a plan,that is,preparation before action.To be specific,it is necessary to select research sites,research objects,research tools,and design action links.Then,the author will implement the plan and collect the data in the action,and finally draw the research conclusion through the analysis of the data.It should be emphasized that in order to improve the effectiveness of action research,the author will implement two rounds of action research,and make appropriate changes and adjustments according to the conclusions of one round of action research.As far as the research conclusion is concerned,this paper elaborates from four aspects:teaching design,teaching methods,teaching resources and teaching effects.In the first round of research,the conclusions are mainly reflected in the following aspects:the principle of arousing students' initiative and interest should be grasped in teaching design;the content should be presented in an intuitive way;the single teaching resources are not conducive to arousing students' multiple senses,affecting students'rich aesthetic sense and experience;students' attitude towards using museum resources for aesthetic education is very positive.In the second round of research,the main conclusions are as follows:during the teaching design,we should choose the explorable and interesting collection resources,design the aesthetic education activities that let the students participate in;the teaching method of "playing with" the physical objects can mobilize the students' subjective initiative;the rich teaching resources are conducive to the development of aesthetic education activities;due to the adjustment of aesthetic education activities and the change of teaching methods,the students' enthusiasm for participating in the activity has increased significantly,the aesthetic process is more active and conducive to the coordinated development of students' body and mind.In a word,it is feasible to use museum resources to carry out aesthetic teaching in primary schools.In order to improve the effectiveness of aesthetic teaching,we should pay attention to the following three points:attaching importance to the main position of students;giving attention to knowledge and interest in activity design;teaching methods of intuitive image.