Research On The Art Teaching Practice Of Li Ethnic Group's March 3 Folklore Legend Integrated With Freeze Frame Animation In Junior Middle School

In recent years,with the deepening of art curriculum reform,the development of local culture curriculum has become a trend.As an art education resource of local intangible cultural heritage,"March 3" folk custom of Li Ethnic Group in Hainan can be applied to art education to better protect and inherit local intangible cultural heritage,improve students' cognitive level and protection awareness of local intangible cultural heritage,Carry forward the traditional culture,give full play to the value of local culture into teaching.As a kind of living culture,the Li ethnic group's March 3 bears the important mission of self-confidence.The development of local cultural resources can stimulate students' ethnic self-esteem and self-confidence.This paper is rooted in the Li "March 3" folk legend,taking the Li Culture and local folk legend as the cultural background,to develop the Li "March 3" folk legend course.This course is based on the local culture to develop the aesthetic education course.In the process of curriculum development,the author guides the students to understand the folk legends of Li Ethnic Group in Hainan on March 3,so that the students can understand,perceive and experience the local culture,run the cultural value between teaching and inheritance,and develop the local cultural resources and local intangible cultural heritage in the curriculum,In addition,the freeze frame animation which is easy for junior high school students to master is integrated into the teaching.In the course development and design,we should constantly test,improve and perfect in practice,give full play to the main role of students,and make the course development perfect step by step.Based on Dewey's "learning by doing",multiple intelligences and constructivism as the practical support of teaching,and through the full understanding of teacher interviews,the author studies the teaching from four content dimensions: "Hainan Li people's folklore legend of March 3","understanding the freeze frame animation and sub lens production","modeling creation of Li people's folklore legend of March 3" The production of freeze frame animation of folklore legend on March 3.After class,the questionnaire is used to analyze and summarize,and the local characteristic curriculum is developed and designed under the guidance of the concept of "aesthetic education".Let students understand "different" art through various forms,and let them better integrate into social life through aesthetic education.In today's era,aesthetic education not only requires students to learn skills and basic knowledge,but also needs to cultivate students' rendering of local cultural values and traditional culture,cultivate ethnic cultural self-confidence and self-esteem,and increase ethnic identity.Innovation1.In recent years,gradually became a trend to develop local culture course,hainan li ethnic group folk "SAN yue SAN" as the fine arts education resources of local intangible cultural heritage,is applied to the fine arts education can better protection and inheritance of non-mate rial cultural heritage,improve the students' to local intangible cultural heritage of cognitive le vels and protection consciousness,will carry forward the traditional culture,give full play to t he value of the local culture into the teaching effect.2.The "Sanyuesan" folklore of Li ethnic group is introduced into the class.The stop-moti on animation and the local "Sanyuesan" folklore stories of Li ethnic group meet the current leve l of students.It shows the characteristics of fine arts teaching in middle schools in Hainan regi on,deepens the understanding of the importance of Chinese excellent traditional culture,furth er enhances cultural consciousness and cultural confidence,deeply excavates the value connot ation of Chinese excellent traditional culture,and further stimulates the vitality and vitality of Chinese excellent traditional culture.The stop-motion animation suitable for junior high school students is integrated into the t eaching and local cultural resources are used for teaching.On the one hand,the animation met hod can arouse students' interest.Students are more active when they used to watch other peo ple's animations and now they make their own local animations by themselves.