| Art is derived from life to some extent,but its intrinsic value is higher than that of daily life.At the same time,it is also considered to be one of the most important carriers in the development of human culture.The transmission of emotions and thoughts through art is a crucial cultural behavior in human history.Since the beginning of the 21 st century,the world situation has undergone constant changes,and the international environment of various countries is constantly facing new challenges and opportunities.According to this trend,the demand for high-level talents in our country is increasing with the evolution of The Times.Under the background of core literacy becoming education and teaching,the literature-oriented classroom reform also comes into being.The curriculum development and teaching practice system built around "core literacy--curriculum standard--unit design--lesson design" is interlinked and each link is interdependent.Front-line teachers need to carry out corresponding unit teaching design based on core literacy.The release of “Art Curriculum Standards for Compulsory Education(2022Edition)” clearly puts forward four core qualities,namely "aesthetic perception,artistic expression,creative practice and cultural understanding",in terms of the condensed core qualities.Contemporary teaching theory advocates that the core of classroom teaching should focus on students and establish them as the main body of learning,while teachers should design teaching activities based on the curriculum and teaching resources,and take into account the characteristics of students’ learning conditions with effective teaching methods.Therefore,under the new curriculum standards,it is important to construct a feasible,core literacy and personalized art unit design so that students can learn in depth and experience the process of "thinking like an artist".In this process,students will go through six stages: perceiving,experiencing,thinking,exploring,creating,and evaluating,in order to enhance their understanding of art appreciation knowledge,and ultimately achieve core literacy in art subjects and realize their overall development.According to the literature research method,questionnaire survey method,interview method and case study method to understand the current situation of large unit teaching in elementary school art,there are relatively few studies about unit teaching in the field of art subject compared with other subjects,and the studies are mostly focused on theoretical aspects or middle and high school stages,and there are even fewer studies for elementary school stages.The author analyzed the results of a questionnaire survey of F elementary school students,as well as the results of teacher interviews and classroom observations,in order to understand the current situation of large unit teaching in F elementary school art,and found that the current problems are:(a)the content of unit teaching is too limited(b)students lack initiative and enthusiasm(c)the regular classroom cannot systematically carry out large unit teaching.In view of the current problems in the large-unit teaching of elementary school art,corresponding solutions are proposed:(a)using resources inside and outside the school to improve teachers’ professionalism(b)using constructive teaching methods to improve students’ participation(c)carrying out large-unit teaching in after-school services or club activities.By taking Nanning F Primary School as an example,we jointly discuss how to make full use of various resources inside and outside the school to carry out research on large-unit teaching under the concept of core literacy,cultivate and develop students’ various abilities,and finally achieve the purpose of implementing core literacy. |
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