How to achieve dual-standard teaching of students’ art literacy and humanistic literacy

"Humanities" is an old and fashionable term. The success stories of many scientists and other great people fully illustrate that to become a person of great achievements is inseparable from his humanistic qualities. From the 14th to the 16th century AD, there was a Renaissance movement in the West, and the banner of this movement was humanism. Not only that, judging from the origin of this word, humanism is human nature, which corresponds to humanist in English. However, in the daily art teaching process, we often see that students cannot feel the beauty of nature and art, lack interest in things, lack curiosity and desire to explore, lack the experience of sense of accomplishment and self-esteem, lack of family affection, The experience of humanity, etc., are all related to the lack of humanity in education.

1. Give full play to the humanistic characteristics of art courses

The four educations of "moral education", "intellectual education", "physical education" and "aesthetic education" advocated by Mr. Cai Yuanpei in the 20th century have more profoundly pointed out It is understood that "aesthetic education" has the function of purifying people's soul and improving people's quality. Today, when curriculum reform is vigorously promoted, the "Art Curriculum Standards" have made it clear that "art courses have a humanistic nature." The new curriculum standard defines the basic nature of art education as humanism, which fundamentally changes art education to center on the all-round development of people, fully reflects the humanistic care for students, and gets rid of the old misunderstanding of art education that focuses on single skill training. level. A distinctive feature of the new textbook content is its significant humanistic nature. It infiltrates art knowledge into three types of humanistic themes: people and people, people and society, and people and nature. It maintains the logical system of art learning from shallow to deep. , and is written around humanistic themes. For example, the study of the appreciation and review unit "Labor - the Source of Human Creation" in the first volume of seventh grade enables students to experience the meaning of labor while appreciating paintings. The organic combination of humanistic themes and knowledge and skills aims to restore the learning of art knowledge and skills into a complete and wonderful combination of art and humanities, allowing students to learn in a relaxed and pleasant atmosphere. It can be seen that art education plays a unique, important and positive role in the development of people's humanistic qualities.

2. Discover the humanistic connotation of art teaching materials

Art teaching is a direct form of aesthetic education and the first step to cultivate the humanistic spirit. Art can directly imitate real life and natural things, and can vividly reproduce various social life scenes and natural scenes in history, reality and the future; art can use static and condensed pictures and images through visible and touchable concrete images. Artistic modeling expresses the beauty and ugliness of the objective world and the author's aesthetic consciousness, giving viewers aesthetic understanding, education and infection. Art textbooks use a large number of example works of two types: "closer" and "far" from students. "Recent" works refer to student works and pictures of student activities selected in the teaching materials. They are very popular among students and make them feel familiar. "Remote" works means that the teaching materials select classic works from ancient and modern times, both at home and abroad, as objects of appreciation, making the classic cultural heritage of the East and the West become cultural nutrients for students' growth. Appreciating the works of masters can help students communicate personal emotions with the emotions of the entire human race, communicate personal experience with the experience of the entire human race, and improve personal cognition and originality abilities. If the "closer" works can make students have cordial humanistic emotions and awaken their creative confidence, desires and needs, then the "distant" works can cultivate students' health and noble artistic taste, and help them love and promote the local culture. At the same time, we respect the diversity of world art. These two types of works each play different important roles in the development of students' artistic abilities and humanistic qualities, and they complement each other.

3. Cultivate students’ humanistic qualities in art teaching

Art courses are of a humanistic nature, which determines that art classroom teaching must abide by some new teaching principles and adopt some new teaching strategies. In order to truly implement humanistic education and cultivate students' humanistic qualities through art education and teaching.

It means that teachers use friendly eyes, actions, homework guidance and other teaching behaviors, face students with a sincere and frank attitude and unabashed performance, and get along well with students. (3) Environmental layout "human culture". Proper environmental layout can create a good interpersonal environment and extend humanistic education to every corner of the campus. For example, the furnishings related to the teaching content arranged in the classroom, the students' calligraphy and painting works inside and outside the classroom, as well as humanized slogans and publicity billboards on campus, especially with the help of the display of the class section in the school's art festival and other activities, etc. can be achieved. Good results. In short, if teachers take the initiative to care about students' emotions and experiences, ideals and opinions in terms of language, behavior and environmental arrangements, get along closely with them, and achieve heart-to-heart humanistic dialogue and exchange, they can ultimately create a good and harmonious humanistic teaching. Atmosphere.

3. Strengthen humanistic interaction and construct a democratic teacher-student relationship

The teacher-student relationship directly affects students’ psychological state in the process of learning and growth. Teachers should believe in students' self-development during teaching and actively create opportunities to give full play to students' initiative. Every member in the classroom is constantly self-enrichment, self-realization, and self-transcendence, while stimulating group wisdom and exerting team spirit. It is necessary to open students' eyes and mouths, give students time, space and world for observation, and give students the opportunity to express their own opinions. Feelings and understandings to express one's understanding of life. Teachers should be good at being active "listeners", always appreciate students' individual performance with a tolerant attitude, and pay attention to every minute progress of students. Therefore, teaching must allow them to always experience the respect for their personality and the teacher's care for them.

To sum up, the complete art teaching process should be a process of integrated development of artistic abilities and humanistic qualities. Art teachers should give full play to the humanistic characteristics of art courses, explore the humanistic connotation in art education, and cultivate students' Humanistic qualities. Injecting more humanistic care into art teaching will build countless beautiful spiritual homes!