The study of teaching art theory has important theoretical and practical significance. Theoretically, the in-depth study of teaching art can make the theory of teaching art be systematically demonstrated and become a relatively independent discipline as a branch in the development of teaching theory. Its research results can enrich and enrich the teaching theory and make up for the long-term lack of theoretical research on teaching art problems. From the practical point of view, the in-depth study of teaching art theory has strengthened people's understanding of the intermediary between teaching theory and teaching practice, and built a bridge between teaching theory and teaching practice. At the same time, the theory of teaching art attaches great importance to the research on the application of microteaching technology, which can help teachers master the laws of teaching art and greatly improve teaching quality and efficiency. The theory of teaching art is the organic unity of scientific spirit and humanistic spirit, so it is of positive significance and irreplaceable value for teachers to improve the level of teaching art for cultivating all-round talents [Li, 1995(3)].
Research object and subject nature of teaching art theory
People have different views on the research object of teaching art theory. Some scholars believe that the research object of teaching art theory is teaching art, that is, the internal mechanism or performance that exists in the process of teaching activities and makes teaching successful [Wang, Zhang Rongqin,1990 (3)]; Some scholars believe that the research object of teaching art theory is the dual characteristics of teaching art: scientificity and artistry, that is, the scientificity of scientifically reproducing teaching content and seeking truth from facts, and the artistry of artistic expression of thoughts and feelings (soul) and life (Yang Qingsong,1993); Some scholars believe that the research object of teaching art theory is to improve the essence, laws, ways, methods and skills of teaching art (Qi Jianzhuang, Wang Beisheng, 1990). Some scholars believe that the research object of teaching art theory should be the law of teaching art activities and its concrete application. In other words, the research object category of teaching art theory is composed of two closely related and inseparable aspects. Because the law of teaching art activities is manifested in concrete application, without the phenomenon of concrete application of teaching art, its so-called activity law becomes illusory and unpredictable; The revelation and mastery of the law of teaching art activities can greatly improve the level and effect of the specific application of teaching art, and one inside and one outside constitute the whole of teaching art (Li, 1995).
We believe that it is not wrong to say that the research object of teaching art theory is teaching art, but this is obviously simplistic; It seems that the research object of teaching art theory is the dual characteristics of scientific and artistic teaching art, and there is a sense of uncertainty; It is problematic to say that the research object of teaching art theory is the essence and law of teaching art or the law of teaching art activities. Revealing the essence or laws of teaching art can only be regarded as the task of teaching art theory, and they cannot constitute the research object of teaching art theory. As for the ways, methods and skills to improve the teaching art or the specific application of the law of teaching art activities, it is the proper meaning of the theoretical research topic of teaching art. No matter how people define the research object of teaching art theory, this aspect is bound to be an important content of teaching art theory research. Some scholars believe that the theory of teaching art belongs to a marginal discipline of applied theory [Wang Beisheng,1990 (2); Yang Qingsong, 1992(3)] Some scholars believe that teaching art, as a discipline, has the characteristics of both theoretical and applied disciplines, or that teaching art is a discipline that integrates theory and application. At the same time, teaching art is a highly complex teaching practice activity composed of many factors and contents. To reveal its inherent regularity, it needs the collaborative research of many related disciplines, thus making the teaching art theory a highly comprehensive discipline (Li, 1995).
System construction and research methods of teaching art theory
The construction of the theoretical system of teaching art theory should not only consider summarizing a set of theoretical knowledge system from teaching practice, but also consider providing some technologies and methods for teaching practice. Based on this understanding, some scholars believe that the theoretical system and research methods of teaching art theory should include the basic theory of teaching art, the art of preparing lessons, the art of teaching, the art of classroom management and the art of teaching optimization. The theoretical research of teaching art must be based on Marxist philosophical methodology and adhere to the viewpoint of universal connection, development and practice first. Under the guidance of general methodology, the following five methods can be used in the theoretical research of teaching art, namely, observation, summary analysis, experiment, comparison and system method [Wang Beisheng, 1990(2)].
Some scholars believe that the construction of the theoretical system of teaching art must be based on Marxist philosophy, thinking science, system science, pedagogy, psychology, art theory, aesthetics and other related disciplines. While extensively studying and integrating the achievements of contemporary teaching research and the teaching practice experience of super excellent teachers, it also unifies the internal psychological process of teachers and students with the explicit teaching process based on the general law of teaching process, forming the disciplinary system framework of teaching art system, thus embodying the overall innovation of teaching art research. Therefore, it is decided that the basic task of the theory of teaching art lies in dialectically and systematically solving the whole content of the organic connection between the basic theory, application theory and development theory of teaching art [Yang Qingsong, 1992(3)].
Some scholars believe that the construction of teaching art theory system must be consistent with the research object, task and subject nature of teaching art theory. The theoretical system of teaching art should be mainly composed of two parts: the basic principle of teaching art and the applied research of teaching art. The former includes the research object and significance, the nature of research tasks and disciplines, theoretical basis, research principles and methods, the historical development, essence, characteristics and functions of teaching art, the carrier and classification of teaching art, the communication process and laws of teaching art, dialectics, the style and genre of teaching art, teachers-teaching artists and so on. The latter includes art of teaching organization structure, art of teaching inspiration, art of learning to be happy, art of teaching language, art of teaching non-language, art of teaching blackboard writing, art of teaching questioning, art of teaching humor, art of teaching suggestion and art of teaching contingency. [Li, 1995(3)].
There is no fixed model for the construction of the theoretical system of teaching art, and the construction of a perfect system depends on the in-depth study of teaching art. In the initial stage of the theoretical construction of teaching art, we may not need to pay too much attention to the pursuit of form, but should focus on the in-depth discussion of specific problems of teaching art.