2 1 century, we are experiencing an era of transition from industrial civilization to information civilization, and information technology based on the network has entered human activities in an all-round way. The combination of multimedia and hypertext technology has greatly promoted the transformation from traditional culture to network culture through the interactive mode of the network. In the network, people can combine abstract thinking ability with personal emotional experience to promote the direct combination of science and humanities and accelerate the development of culture. Network technology not only improves the speed and efficiency of people's knowledge acquisition, but more importantly, it strongly impacts and changes people's educational concepts and changes the environment, process and methods of education and teaching.
Taking aesthetic education as the core of art appreciation course in senior high school is of great significance for shaping students' character, establishing correct aesthetic concepts, cultivating healthy aesthetic taste, perfecting students' knowledge literacy, developing students' minds and developing their potential. In the information age, our senior high school art teachers should keep pace with the times and study a new teaching model that is more suitable for the requirements of the times and the personality characteristics of modern students.
According to the national new curriculum standards, we advocate happy teaching, autonomous teaching, inquiry learning, cooperative learning and comprehensive learning in art teaching. In the teaching of art appreciation in senior high school, according to the characteristics of personality and creativity of modern senior high school students, I guide students to realize research-based learning in the process of art appreciation by collecting network resources and technologies. First of all, we should correctly understand the "network environment"
The knowledge package capacity of network resources is huge, involving a wide range of fields. It is a treasure house for students to acquire knowledge through research study. It has unlimited openness and resource sharing, which makes up for the shortcomings of other media communication methods. Shown in the art appreciation teaching class, the network is a blog.
Museums, art galleries and photo galleries. Students can find pictures and related background materials of their works conveniently and quickly through search engines, and can download and save learning contents, and then edit them through software for long-term research and study.
The above only reveals the concepts of network resources, tools and media, that is to say, taking the network as a hardware "thing", the essence of the application of network technology in teaching should be to emphasize the environment in which students study and live, that is, the concept of life. Network Technology and Beauty in Teaching Practice
The integration of art appreciation courses and student-centered learning are the core of research-based learning of art appreciation courses under the network environment. Then, we need to rethink the role of teachers in the research study of art appreciation under the network environment; Research study of students' art appreciation under the network environment
The state in; And the relationship between teachers, students and network environment in the research study of art appreciation under the network environment. Second, the role of teachers in the research study of art appreciation under the network environment
Under the network environment, the openness of students' learning content has greatly expanded students' cognitive field, and the ways to absorb knowledge have changed from single to multiple, so teachers are no longer the only source of knowledge for students.
1. In the research study of art appreciation course, the role of art teachers has changed from the authority of knowledge to the participant and collaborator of student research. Art teachers participate in students' research projects equally, and teachers often go deep into students' research groups to understand their needs and difficulties.
Teachers and students study topics together, grasp students' problems at any time, and give targeted counseling. Art appreciation involves two fields: scientific knowledge and humanistic knowledge. On the subject connection, art appreciation has different degrees of connection with middle school history, geography, politics, literature, physics, chemistry, music and biology. For example, the smelting process of bronzes involves the concepts of metal melting point and alloy; The background of artistic works is closely related to politics and history. The birthplace of artistic works and the author's living area are connected with geography; The understanding of the body structure of various flowers and birds in flower-and-bird painting depends entirely on the knowledge learned in biology class. In this process, art teachers are constantly aware of their own problems, such as single knowledge structure, narrow knowledge, ignoring the actual connection between this subject and life, and thus have the desire to continue learning and improve themselves. This requires constantly enriching their knowledge and literacy, and teachers and students participate in the research of the subject together, learning in participation and guiding in learning, which is also the embodiment of teachers' sense of responsibility and academic mind. 2. In the research study of art appreciation class, the teacher is the instructor of students' learning. This kind of guidance is different from the traditional teaching guidance. There is no so-called standard for the answers to research topics, and even the topics are listed by students themselves under the guidance of teachers. To sum up, there are mainly the guidance of topic selection, research ideas, research methods and information sources. For example, when I was teaching China ancient landscape painting, the teacher first listed several research topics: the embodiment of poetry in landscape painting, the tree species of modern environmental protection from landscape painting, and the relationship between landscape painting and classical music. Students can choose these topics for research, or they can be inspired to re-select topics according to their hobbies. Some students set their own excellent topics, such as modern tourism resources from landscape painting, famous mountains and rivers in landscape painting, religious atmosphere in landscape painting, and the taste of ink landscape painting in modern family decoration. After the topic is determined, the teacher instructs the students to use the search engine to find relevant information, download and save it, and then continue the analysis until the analysis report is completed. Several students who chose "Famous Mountains and Rivers in Landscape Painting" visited the famous mountains and rivers in the country in the network resource library, and enjoyed the famous works of ink and wash landscapes represented by The Journey to the West, Xiaoxiang Map, Lushan Mountain High Map and Huashan Map, and downloaded these landscape paintings, as well as the corresponding field photos and related text description materials. Through editing and research after class, it is concluded that China's famous mountains and rivers not only have beautiful natural scenery, but also have profound humanistic details. They also extended the topic to the connection with ancient landscape poems, which made them more aware of the broad spirit of the essence of China ancient culture, improved their interest and aesthetic taste in learning China classical culture, and inspired national pride and patriotic enthusiasm.
3. In the research study of art appreciation, art teachers are the organizers and promoters of students' learning. In the process of inquiry learning, students' activities are scattered. There are also differences in students' abilities. Teachers put students into different research groups according to their different levels and help them solve their difficulties. 3. The position of students in the research study of art appreciation under the network environment.
Research-based learning emphasizes that students are the main body of learning and requires students to explore problems independently in the course implementation. Individual students or research groups, after soliciting various opinions in research-based learning, decide their own research contents, methods, expression and display methods of results. For example, garden art and landscape painting are two different forms of ancient art in China, but their spiritual connotation of being close to nature, learning from nature and creating nature skillfully links the two art forms, which our senior high school students feel when they study. Teachers should hurry up.
Guide them to establish research topics, students set up research groups, and make specific division of labor. They searched all kinds of relevant information through the Internet, not only consulted the pictures and architectural structure drawings of famous garden buildings, but also studied the geographical distribution of China gardens and made textual research on them.
The cultural background and historical changes of Master Lin, the downloaded landscape paintings and the layout of rockeries, pools, flowers and trees and buildings in the park were compared and analyzed, and even the internal furnishings, plaques and couplets of the buildings in the park were not spared. These information materials were edited and verified after a series of comparisons. I can actively think and ask questions in the research of art appreciation as the center, find theoretical basis for the questions raised, analyze anatomical problems by relying on the data I found, and finally make a reliable evaluation. It shows that high school students can learn independently and cooperatively in the process of project research, which can effectively promote their all-round development, learn to learn in the process of learning, and achieve lifelong learning ability. Through lifelong study of art appreciation, we can realize the continuous improvement of our self-cultivation and aesthetic level. 4. Teachers, students and network environment in the research study of art appreciation under the network environment.
Relationship between
In the research study of art appreciation under the network environment, teachers and students are people-people, and teachers, students and the network are people-things. Teachers and students use network resources together, teachers can also guide and guide students' art appreciation and learning through the network, and students can feedback their knowledge and ability to learn knowledge through the network, thus forming the following pattern: (omitted) There are many ways of network interaction now, and teachers and students can communicate through BBS, QQ, E-mail and other ways. Professional art forums provide a garden for teachers and students to learn from each other. You can also publish your own art appreciation monographs in professional forums, such as the national famous colorful network art forum, and of course, more professional art forums, such as the art forum in the architecture forum, which are all excellent forums with high popularity. QQ is like an Internet phone. Teachers and students can talk face to face and point to point. Students can also edit their own research results or stage results and questions into hypertext and send them to the teacher's mailbox by email, and the teacher will give a perfect answer after reading them; There is also an online message board, where teachers can arrange research directions and strategies, and students can answer questions or ask questions through the message board, which is a popular page of Zhenjiang Education Network.
The teaching and research department has a special message board for art education, which provides a communication platform for the professional exchange of art teachers and the dialogue between teachers and students in the city. These communication platforms make information transmission and feedback fast and convenient. Network technology provides a resource pool for art appreciation teaching in senior high schools, provides a foundation for senior high school students to carry out research-based learning around art appreciation, is a strong backing for senior high school students to learn to learn and learn lifelong learning and autonomous learning, and provides convenience for all our senior high school art teachers to improve the quality of education and teaching. Therefore, what I am thinking about now is how to optimize network resources in combination with art appreciation teaching courses in senior high schools, so as to provide more convenient services for students' research study. As an art teacher in the network age, I am now studying network technology, preparing to set up my own web page, covering all the courses of art appreciation in senior high school, setting up an art appreciation picture library for the teaching content, writing my own appreciation text, linking other excellent art professional websites, and setting up an online message board, on this basis, reflecting my teaching ideas and personality. This is a huge and meaningful project, but I am willing to explore the teaching mode in art teaching in the new era. We set our sights on computer distance education, hoping that more students can learn to appreciate beauty, appreciate beauty and create beauty through the Internet.