Student-Centered Generative Art Teaching And Research

Generative teaching refers to the emergence of new problems and situations that go beyond the teacher’s pre-determined plan during the cooperation,dialogue and collision between teachers and students,and the teacher’s improvisation in response to the changes,making the classroom vibrant and dynamic.Generative teaching is in line with the current curriculum reform philosophy,which emphasises the development of the ’human being’ and coincides with the Compulsory Education Arts Curriculum Standards(2022 Edition),which calls for adherence to innovation orientation,highlighting students’ subject status,paying attention to their diverse and individualised learning and development needs,and enhancing the appropriateness of the curriculum.However,generative teaching also creates a sense of insecurity among teachers who are unable to control the situation,making many teachers reluctant to adopt generative teaching in their teaching.This thesis therefore explores the basic principles of generative teaching to reduce art teachers’ anxiety about doing so.Through case studies,this thesis summarises my experience in developing and teaching three localised rural art courses,and summarises the principles of generative teaching;through a questionnaire survey,I understand the cognitive level of junior high school art teachers regarding generative teaching;through action research,I use the principles of generative teaching to develop the ’Qingtian Fish Lantern’non-traditional art course with students at the centre.Through the action research,the author developed the "Qingtian Fish Lantern" non-traditional art curriculum using student-centred teaching principles.Generative teaching helps teachers to use their teaching resourcefulness to make teaching student-centred,to produce better teaching results,to develop new teaching possibilities,and to help students to be more creative in their art in relation to the realities of life.