A Practical Study Of Problem-Driven Cooperative Learning In Junior High School Art Appreciation Class

In order to improve students’ cooperative learning ability and art appreciation ability,starting from the art curriculum standard for compulsory education(2011Edition),this study applies problem driven cooperative learning to the teaching practice of art appreciation course in junior middle school,creates problem situation and carries out cooperative learning,so as to solve the problems of students’ weak problem consciousness and Inactive Participation in art appreciation course.Cooperative learning guided by driving problems is conducive to improve students’ enthusiasm and initiative in cooperative learning,and cultivate students’ awareness of cooperation,problem awareness and problem-solving ability.In terms of research methods,in addition to combing and integrating the literature at home and abroad,this study focuses on case design and practical exploration.Starting from theory and practice,this paper discusses the theoretical basis and teaching value of cooperative learning in art appreciation course in junior middle school,so as to provide theoretical support for the practical research of cooperative learning driven by problems;Using the methods of interview and questionnaire,taking the art teachers and students of Y middle school in T City as the research object,the interview and investigation are carried out from the aspects of students’ learning attitude,learning interest,problem consciousness,cooperative consciousness,cooperative learning ability and so on.According to the results of the interview and questionnaire survey,combined with the relevant theoretical basis and teaching value,the implementation process of cooperative learning in junior middle school art appreciation course driven by problems is designed from the three stages before,during and after class.There are different cooperative learning tasks to be completed in each stage.The task in class is the focus of cooperative learning,which is reflected in the three aspects of raising,analyzing and solving problems.According to the implementation process of the design and starting from the teaching practice,two implementation cases of "art and life" and "creating the interest and artistic conception of artistic works" are selected to show the teaching design,teaching implementation process and evaluation of cooperative learning of art appreciation course in junior middle school driven by problems,summarize the teaching results,teaching evaluation and teaching perception of art appreciation course,and put forward improvement measures,It provides a reference of teaching practice for cooperative learning of art appreciation course in junior middle school.