Application And Development Of Straw Painting In School-based Art Course Of Primary School

Under the background of diverse education,the relevant research and practice of intangible cultural heritage entering school-based curriculum are common.The effective implementation of the "double reduction" policy has greatly reduced the schoolwork burden of the majority of primary school students,so that they have more time to feel the influence of art.In the Guiding Opinions of the General Office of the Ministry of Education on doing a good job in after-school Services for Primary and Secondary School Students(2017)No.2,it is clearly stipulated that after-school services are mainly arranged for students to do homework,read by themselves,participate in sports,art,popular science activities,entertainment games,outward training,conduct club and interest group activities,watch movies suitable for children,etc.With the expansion of after-school services across the country,the number of school clubs across the country has skyrocketed.How to take the opportunity of "double reduction" to inherit our excellent traditional culture and improve the art quality of primary school students has become the focus of the art educators in primary school.As a member of the intangible cultural heritage project,straw painting is also a cultural feature of Xinxiang,which contains rich art teaching resources,but few educators have studied and practiced it.This paper intends to conduct research and development on the school-based curriculum of straw painting,integrate the general situation of Xinxiang region,follow the rules of education and students’ growth,apply it to the primary school art community class,reduce the schoolwork burden of primary school students,broaden the dimensions of students’ knowledge of fine arts,guide students to understand the hometown culture,enhance the awareness of the protection and inheritance of intangible cultural heritage,and promote the all-round development of students.This paper takes Mingde Campus of Yucai Primary School in Xinxiang City as the base,and the research object covers students of low,middle and high grades.It is specifically identified as the students of Grade 1、2、4、5 who participate in after-school extended service straw painting club.According to "New Art Curriculum Standards",representative art elements and teaching resources are selected to research and develop straw painting classroom forms suitable for different students.The author will discuss from the following aspects: the first part,introduces the reason,significance,method,concept definition,literature review,etc.,based on the constructivism teaching view,student view,learning view as the theoretical basis,elaborated the research characteristics of this paper.In the second part,questionnaire survey,interviews with teachers and students,field visits and other methods were adopted to understand the local development status of fine art resources and curriculum resources of straw painting,and to conduct feasibility study on the development of school-based fine art curriculum of straw painting primary school.The third part,which is also the focus of this paper,records the practice process of straw painting in the primary school curriculum.Guided by the theoretical viewpoint of constructivism,it writes the curriculum outline,including the formulation of the school background,development concept and strategy,development principles and implementation methods,development procedures and technical routes,etc.Use the teaching method of big concept and activity form to guide the teaching process,design the thematic teaching model of unit.In addition,the content of the core quality of fine arts in the new art curriculum standard is integrated into the teaching of each learning section,mainly studying the enlightenment education of straw painting for students from the lower learning section(grade 1 and grade 2),that is,aesthetic perception;To the middle school section(third,fourth grade)techniques to learn,that is,image reading,creative performance;To the high school(grade 5,Grade 6)comprehensive practical activity learning,namely cultural understanding.A lot of time and energy have been spent on the course design,school-based curriculum cases and curriculum evaluation.Finally,the paper summarizes the experience and deficiencies in the course practice and paper writing,as well as the prospect of my own teaching and learning life.