Research On The Application Of LICC Classroom Observation Mode In Art Appreciation Teaching In High School

The LICC classroom observation model is a professional and effective classroom observation paradigm.The LICC paradigm provides "4 elements,20 perspectives,68 observation points" for classroom observation,and provides a clear cognitive map and practical research framework for us to understand the classroom.However,there are great differences in the choice of various observation elements in the application of this paradigm in specific disciplines.The art discipline has no complete research system,whether in terms of the comprehensiveness or profundity of the research.In order to standardize the order of observation in the art appreciation class in senior high school,the observation scale suitable for the art appreciation class in senior high school should be designed and applied according to the unique nature of the art discipline and the disadvantages of the traditional art listening and evaluation class.This research mainly used the literature research method,questionnaire survey method,interview method and classroom observation method to understand and analyze the current situation of high school art listening and evaluating courses,the understanding of high school art teachers on the LICC paradigm,and whether they are willing to learn relevant knowledge and apply it to the practice of high school art classroom observation.This paper is divided into five parts.The first part is the introduction,Which describes the research background,research significance,research status at home and abroad,and research program.The research significance is elaborated from two parts: theoretical significance and practical value.The subjects of practical value are divided into students,teachers and schools,Which are analyzed and elaborated from different aspects.The second part is the definition of the concept and the theoretical basis of the research.It summarizes the classroom observation and the LICC paradigm respectively,and analyzes their connotation,functions,deficiencies and other contents,laying a foundation for the subsequent application of the LICC paradigm in practice.The third part is the analysis of the current situation of the application of LICC paradigm in the high school art appreciation classroom.Through the form of questionnaires and interviews,we can understand the current situation of the application of LICC paradigm in the high school art appreciation classroom,and collate and analyze the collected data.The fourth part is the application strategy of the LICC classroom observation model in the high school art appreciation classroom.The author interprets the LICC paradigm according to the characteristics of the high school art appreciation classroom,summarizes and analyzes the preparation principles and steps of the observation scale applied in the high school art classroom,and designs appropriate observation points for the art classroom to pave the way for the follow-up practice activities.The fifth part is the case analysis of the application of the LICC classroom observation scale in the high school art appreciation classroom observation,and expounds the application record and application result analysis of the LICC classroom model.The sixth part is the summary,prospect and reflection of this study.This study has made a comprehensive and systematic exposition of the LICC classroom observation model,and studied the application strategy of the LICC classroom observation model in the high school art appreciation class.Through the analysis of the application results,it has proved the use value of the observation scale in the high school art appreciation class.