Research On The Development And Practice Of Watercolor School-based Curriculum In Junior School

The 2022 art curriculum standard points out the direction for art education,highlighting the curriculum concept of "educating people with aesthetics","emphasizing art experience",and "highlighting curriculum integration".Through the research on the development achievements of watercolor school-based curriculum in the past,it is found that there are many researches on the characteristics,materials,techniques,applications and other aspects of watercolor,but there is a gap in the comprehensive aspects of the curriculum.This study combines aesthetic education and curriculum,analyzes the value of watercolor school-based curriculum by studying the concept,characteristics and relevant domestic and foreign school-based curriculum research,and then combines watercolor and school-based curriculum;Based on the analysis of the survey and the basis and feasibility of carrying out watercolor school-based curriculum in junior high school,the design and practice of watercolor school-based curriculum in junior high school are designed and carried out based on the three aspects of the new curriculum concept.The purpose of this study is to implement the art curriculum of compulsory education,so that students can improve the four core qualities including aesthetic perception,artistic deformation,creative practice and cultural understanding through the curriculum learning.The course starts with watercolor basic techniques,named "I make friends with watercolor",and studies the use of basic techniques and special materials,highlighting the practicality,experiment,innovation and interest of watercolor,and improving the creative practice ability;After mastering certain basic knowledge and techniques,guide students to pay attention to the things around them,cultivate students’ ability to discover,feel,appreciate and create beauty,and improve their aesthetic perception and artistic performance;"The integration of watercolor and other disciplines" reflects the comprehensiveness of the course.Through students’ feelings and associations of familiar scenery and poetry,they can make secondary creation,further understand and understand the profound cultural background of China,understand the history of the country and the excellent traditional culture and revolutionary culture,and strengthen cultural confidence;Finally,by describing themselves or their classmates,students can achieve character practice and creative design,know themselves and pay attention to their classmates,which is not only the observation and representation of familiar things,but also the test of artistic expression and comprehensive practical application ability.The course is introduced with basic techniques and covers the study of still life,scenery and characters.It not only conforms to the cognitive development law of middle school students,but also reflects the characteristics of the school and enhances the education and teaching ability of art teachers in junior high schools.