What are the main aspects of art education in primary and secondary schools, and a brief discussion

In the past ten years, China’s art education has made remarkable achievements. Since the promulgation of the "Art Teaching Syllabus for Primary and Secondary Schools", a basic art education system based on Chinese characteristics has initially taken shape. In particular, primary school art education covers a wide range of areas and has a complete system (outline, curriculum, teaching materials, etc.). Rejoiced. However, compared with the art education in overseas developed countries and regions, although each has its own advantages and disadvantages, when weighed comprehensively, we have to admit that there are still certain gaps in many aspects. This article would like to talk about some superficial understandings on this.

1. From the perspective of the purpose and tasks of art education.

The purpose and mission of primary school art education in Bavaria, Germany (promulgated in 1985) is to provide children with opportunities to draw freely and stimulate their rich imagination; to enable children to be happy in their own artistic creation and develop their Multi-faceted creative ability; teachers should guide children to consciously pay attention and observation, and develop their expressive abilities (painting language and expression methods) based on familiarity with the tools, materials and skills of production; visit churches and museums to give children opportunities See real works of art; engage children in decorations and various forms of play during annual holiday celebrations.

The new primary school art learning guidance spirit (purpose and mission) formulated by the Japanese Ministry of Education, Culture, Sports, Culture, Sports, Science and Technology (implemented in 1980): ① Cultivate children with perfect humanity; ② Cultivate children’s aesthetic sentiments that love nature and society; ③ Strive to explore every A child's creative intelligence and skills for independent thinking; ④ Create a relaxed, lively and fulfilling campus life atmosphere; ⑤ While respecting universal moral principles, educate children suitable for their personality and abilities; ⑥ Select teaching content and adjust teaching Time; ⑦ Each school seeks more flexible education, that is, developing appropriate, feasible and creative education methods according to the different situations of children in various regions.

The primary school art syllabus issued by my country’s National Education Commission in 1988 stated that the purpose of art education is: ① primary school art classes should enable students to master simple basic art knowledge and simple modeling skills; ② focus on teaching Cultivate students' noble aesthetic taste and patriotic emotions, and strengthen the cultivation of moral character and will; ③Gradually improve students' observation ability, image memory ability, imagination ability and creative ability.

From the perspective of the teaching purposes of the syllabus, art education in Germany and Japan focuses on the cultivation of quality, people's creative ability and evaluation ability, emphasizes personality formation, pays attention to the interconnection with other subjects, and integrates art into Education is an important part of comprehensive education. Through art education, a comprehensive and harmonious person can be obtained, integrating the joy of life, artistic practice and social service. In addition to focusing on the development of intelligence and talents, my country's primary school art education mainly emphasizes the teaching of knowledge and the mastery of skills, with special consideration to aesthetic education with the theme of patriotism under political conditions. This shows that China's art education in primary schools is based on the foundation of the nation and the country's national conditions, and is gradually transforming into a direction focused on quality education.

2. Judging from the arrangement of curriculum and teaching content

Germany and Japan generally attach great importance to art. Primary school art classes are arranged for 2-4 hours per week, which is more than the number of primary school art classes in my country. The arrangement of class hours every two weeks (not guaranteed) ensures children's learning in terms of time. Art subjects have completely equal status with other subjects such as language and mathematics in school education. Painting, three-dimensional production and daily necessities production account for a large proportion. Germany also incorporates stage performance and decoration (comprehensive arts) into the plastic arts for learning. The arrangement of teaching content is very extensive. There is no unified textbook in Germany, only teaching suggestions issued in the form of syllabus. There are no separate art classes in lower grades, and the selection of content is almost planned by the whole country for art teaching. Although Japan has art textbooks, it also shows great autonomy and flexibility. The teaching content should be mainly based on prompts, inspiration, and guidance, and focus on cultivating students' observation, imagination, practice, and creative abilities. Taking the first grade of primary school as an example, the excerpt is as follows:

Bavaria, Germany: ①Learning content - use colored pencils or chalks to draw (people and objects children encounter); learning purpose - stimulate imagination and creation .

Examples of topics - Me and my conical paper bag (German custom, each new student brings a colored conical paper bag on the first day of school); the person I like; our street; the children on the 30th; the ones with two noses The witch; traveling in the valley and meeting the dwarf; the slender Hans; the fat Dis. Examples of topics - "Such a Witch" teaching, first reading or narrating, and then using a bag puppet to perform; children imagine various witches themselves, such as weather witches, and depict their appearance; then children draw; and finally** *See the finished drawing as well.

In addition to the above content, there are also ② scenes of the stage; ③ printing with tube pigments; ④ basic knowledge of painting with watercolors; ⑤ coloring paintings; ⑥ viewing pictures, etc.

Japan’s lower-grade art teaching content includes: modeling games (playing with sand, makeup, etc.), three-dimensional painting (clay sculptures, paper models, etc.), making and using objects, and viewing works. The textbook rarely introduces the necessary knowledge of painting and production. Instead, it uses the students’ homework (works) and short and vivid words to inspire and guide them to think, imagine, and create. Topics include: "Drawing a Sumo", "Buying Juice", "Arrived in the Land of Flowers", "Greeting Cards", "Invitations", etc.

The first-grade art teaching content in my country takes the People's Education Press as an example: have an understanding of basic shapes and colors; draw certain things similar to this shape in life, such as square handkerchiefs and round balloons. and triangular small flags, making latte art, small colorful flags, clay sculptures of small animals, etc. Some provincial textbooks, such as the first volume of Hunan’s new nine-year compulsory education primary school art, also include local art content such as tearing and pasting, folding and cutting. In terms of the arrangement of teaching material content, it is guided by the syllabus and is very complete and thoughtful, which is better than that of foreign countries to some extent. However, in terms of the arrangement of art classes, it is classified as one of the "little three" (music, body, and beauty). In the end, the vast majority of schools (especially rural primary schools) are unable to complete their teaching tasks. Primary school art in our country can only be an intermittent class for the main subjects of English and Mathematics, and the curriculum setting and implementation are in certain contrast with the syllabus textbooks. Basic art education in China still needs to ensure its implementation from the teaching conditions.

3. From the perspective of teaching conditions.

Germany and Japan are countries with developed economies and advanced technologies. They have the ability to support education through multiple channels, which is fully reflected in primary school art education. Each school in Germany and Japan has specialized labor and art teaching. The teaching facilities are quite complete. In addition to the necessary painting tools and materials, there are also various woodworking and art modeling machinery tools to facilitate students to make craft items of different materials. Various specimens and sketching teaching aids are available for students to take as needed. , devote yourself to the study of art. The art teaching conditions in some schools are unmatched by Chinese professional painters. Teachers in both countries are very busy and have a high status. Teachers must obtain correspondingly higher vocational diplomas and licenses to become an art teacher. Most schools pay attention to the influence of art in their campus environment and off-campus environment. Students can often visit museums, art galleries, and exhibition halls to appreciate high-grade art works.

China's economy started late and its investment in education is very small. Compared with Germany and Japan, the teaching conditions are shabby. The conditions for art teaching in primary schools in large and medium-sized cities are very unsound, with low-quality teachers, lack of venues and equipment, and insufficient attention to school art courses. The quality-oriented art teaching in primary schools in China is still very weak.

4. From the perspective of course teaching form.

Classroom teaching in German and Japanese schools is completely open. Teachers just put forward tasks and give a little inspiration. Most of the time, they let students get what they need and enjoy themselves, allowing students to make progress through success and learn lessons and sum up experience through failure. Teachers are the preparers and organizers of activity courses. They only help students when they have difficulties and need help, which truly reflects the student-centered approach.

Most primary school classroom teaching in our country adopts rigorous preparation, carries out teaching procedures step by step, and pursues classroom initiative to ensure the completion of teaching tasks. The teacher is mainly the leader, and the students are mostly passive. ground absorption. Listening to and watching lectures are all about formality, regardless of the actual results. Many excellent courses are only evaluated based on their rich and colorful forms, like opera-style use of many props. They are good if they are explained in detail, comprehensively and steadily. Classroom teaching still suffers from many limitations, which requires teachers to work hard and scholars to work hard.

The openness and restraint, flexibility and mechanics of classroom teaching have a profound impact on students' lifelong learning and work. From a short-term perspective, China's basic teaching is good, but in the long term, various abilities, including learning abilities, appear to be worse than those of foreign students. Many students who enter higher-level schools have not mastered creative skills. Learning methods are obtained through a large amount of intensive tutoring or "diligence in study and practice", which has resulted in some students having high scores and low abilities and poor practical ability. German and Japanese students appear to be courageous, capable and enterprising.

5. From the perspective of teaching effect.

The art education in Germany and Japan, with national attention and favorable conditions, has ensured the popularization and implementation of art education and art education. The overall artistic quality of students is higher than that in our country, so that all citizens are interested in work and The artistic taste in life is elegant and civilized, and the work and career also seek novelty, diversity and creativity. Due to social system reasons, the various subject choices of primary and secondary school students in Germany, Japan and Japan for further education and employment also directly affect the improvement and development of art literacy. After all, there are very few talents who enter art schools to study or engage in professional art. This does not affect the purpose of the country's art education. As Noriaki Fujisawa, a professor at Japan's Wako University, said: "Our purpose through education in this subject (art) is not to cultivate people with 'artistic accomplishments' who understand art knowledge and master related skills, let alone to create painters, sculptors and pattern designers. Teachers are people who acquire comprehensive and harmonious abilities through art education in general education, rather than people who are unbalanced and focus on intellectual education.”

The effect and current situation of art education in our country is extremely inconsistent. In terms of balance, large and medium-sized cities are better than rural areas, and coastal areas are better than inland and remote areas. The all-round development is particularly outstanding, and some have won gold medals in international painting and production competitions. Painters and artists have emerged in large numbers. The good side of basic education is unmatched by other countries in the world. Of course, this is also possible thanks to departments and families that have the conditions to provide out-of-school training and education. It is a special phenomenon in Chinese education to expect children to succeed from an early age. However, dilapidated school buildings, lack of professional teachers, no teaching equipment and school-age children without money to go to school still exist, which cannot but cause concern. It must be difficult for Chinese art education to cater to different regions, different nationalities, different economic conditions and different educated people.

To sum up, the planning assumptions and prospects of art education in my country are good. Compared with developed countries abroad, there are still certain gaps in the purpose of education, teaching content, conditions, and effects. . With the rapid economic development, China's basic art education will rank among the world's advanced ones in the near future. This is beginning to be reflected in the new boarding schools that have emerged in the past two years, giving us hope. Hunan Changsha Lushan International Experimental School relies on first-class facilities, first-class teachers, and first-class management levels to implement overall reform experiments in primary and secondary education and teaching. Among them, it has taken major educational reform measures in art education and achieved good results. , are now introduced together as follows:

1. Improve art teaching facilities and create good learning conditions. The school is equipped with special art classrooms, special desks, plaster models, drawing boards, picture folders, physical projectors, modeling lamps, etc. Paper, paint, brushes and other tools and materials for students' painting are provided by the school on demand. This not only facilitates teacher guidance, but also helps students practice.

2． Hire professional teachers to teach and improve the professional level of teachers. The school recruits outstanding teachers from all over the province and even the country, and the requirements for art teachers are very high. All art teachers who are hired must have an art college degree or above, have professional strengths, have more than three years of art teaching experience, have certain educational and teaching achievements, and must pass trial teaching and trial examinations. For formally employed art teachers, the school regularly organizes study tours to help them accumulate experience, broaden their horizons, and improve their professional skills.

3. Increase the amount of teaching hours to ensure student training time. Ordinary classes meet the total number of art classes stipulated by the State Education Commission, with each class having two classes per week. The school arranges the two classes consecutively, which saves the time of preparing before class and packing up utensils after class, making it easier for teachers to teach systematically and ensuring students' training time. The art classes in the art intensive class are arranged for 6 hours per week, plus 4 extracurricular activities, so as to achieve an organic combination of inside and outside class.

4． Improve teaching methods and improve teaching quality.

The teaching content is based on the provincial primary school art textbooks, with reference to other textbooks and books, and flexible selections to enrich the teaching contents such as children's imaginative painting, memory painting, handcrafting, and three-dimensional composition. The teaching methods are mainly based on inspiration and game activities, and focus on cultivating students' ability to observe, imagine, practice and create.

5． Carry out a variety of activities to optimize the teaching environment. In terms of art teaching, the school often holds exhibitions of works and organizes participation in painting competitions at all levels to promote students' learning motivation. At the same time, attention is paid to the impact of invisible education on students' aesthetic education. The contents of team newspapers and promotional windows are regularly changed; portraits and mottos of great people are posted in classrooms and corridors; exquisite murals or famous paintings are hung in conference rooms, activity rooms and halls. ; The school motto, oath and huge slogans are inlaid on the white walls... All of these give students the influence of beauty and the enlightenment of love. It is in this atmosphere that students' ability to discover, appreciate, and create beauty is greatly improved. In the past two years, more than 20 students' art works have been published in provincial and municipal publications, and more than 110 have won awards in competitions at or above the municipal level.