A Study Of The Teaching Design Of “Heterogeneous Class” Based On Junior High School Students’ Color Cognition

Since the introduction of "heterogeneous class" teaching,it provides a teaching res earch method for classroom teaching in primary and secondary schools.The teaching id ea,teaching means and teaching and research angle of teachers are developing towards a deeper,more diversified and more scientific direction.As far as color cognition of junior high school students is concerned,there is still s ome ambiguity in teachers’ understanding of the development of children’s color cogniti on.That is to say,few teachers know the level of color cognition of junior high school st udents compared with children,primary school students and high school students.There fore,this article studies and investigates the student’s color cognition difference as the m eans,will student’s color Cognitive difference is the key of the "isomerism" of the teachi ng mode of "isomerism of the same class ",and it also serves as the entry point of teachi ng design to improve students’ cognitive level and solve students’ cognitive difficulties.The contents of this paper are as follows :1 to understand and summarize the color cogn itive ability and the focus of color teaching in art education of children and primary and secondary schools,and to make a comparative study on the difference of color cognition and color teaching emphasis between junior high school students and other school-age students,and to sum up the characteristics of color cognition of junior high school stude nts;2.Before teaching,a middle school in Chongqing was selected In the first grade thr ee classes,the color cognition of the students in these three classes was pre-tested to und erstand their color cognition level and difficulties,and this was the key to the teaching d esign.Then,according to the cognitive differences of students in different classes," one-person-one-class heterogeneous " teaching design research,targeted,in line with the co gnitive level of students.This study found that the color cognition of children of different school age groups is quite different,the average children can only recognize seven kinds of colors,mainly"play"color;primary school students have a strong sense of color,preliminary understa nding of the basic knowledge of color,color expression style from their own preference s and life experience;junior high school students have initially established a color know ledge system,can apply color theory to practical creation,junior high school is the trans ition stage of students’color cognition from perceptual to rational;high school students’color cognition ability is relatively complete,and color expression ability has been shap ed according to the formation of learning and life experience,cognitive ability.In terms of color cognition of junior high school students,the same There are both commonness and individuality in color cognition among students in different classes of grade.Comm onness generally exists in color preference and relatively simple basic knowledge of col or,while individuality generally exists in color representation and relatively abstract kn owledge of color.The so-called"one person with the same class isomerism"refers to th e teaching form designed for students’cognitive differences,which is more targeted and comprehensive.Three classes in the teaching focus,classroom introduction,teaching ne w teaching,classroom exercises and knowledge expansion,according to the students in the pre-test results of color cognitive differences and difficulties made targeted teaching design,the first class of teaching focus on purity,The second class focuses on color infl uencing factors,three primary colors and complementary colors,adjacent colors,in the form of interviews to do situational introduction,classroom exercises for character sketc hing;the third class focuses on three primary colors,color three factors and color relatio ns,picture comparison for classroom introduction,classroom exercises for landscape pa inting.And each class has carried on the color cognition post-test after the teaching,afte r before and after the test difference comparison,accords with the student color cognitio n"the same class isomerism"the teaching design curriculum teaching causes three class es.