The fine arts discipline in fine arts education combines the above two orientations, and the complete performance of fine arts education should be: imparting certain fine arts knowledge and skills to students by means of education, developing and spreading fine arts culture; With art as the medium, through art teaching, we can cultivate students' aesthetic ability of moral sentiment, develop students' intelligence and creativity, and achieve the effect in the sense of general pedagogy. The correct understanding of art education is based on this complementary organic unity. In art-oriented art education, art knowledge and skills are mainly taught through education (the objective effect may exceed it), so it is not complicated and easy to be understood and reached a consensus. In education-oriented art education, the situation is much more complicated. The most difficult thing to grasp is the relationship between the teaching of art knowledge and skills and the efficacy of pedagogy. If we don't grasp it properly, there will be an extreme tendency, which will lead to the deviation of teaching direction. The situation of American art education can illustrate this point. The characteristics of early American art education are practicality and emphasis on mastering artistic skills to meet the needs of personal life and industrial wage labor. Therefore, the whole art education focuses on exploring feasible methods to help students master certain skills, and the main content is to introduce geometric figures. Subsequently, some teachers began to try to go beyond the purpose of art itself and carry out moral education through picture teaching. /kloc-at the end of 0/9, some educators began to study children's growth and psychology with pictures and colors, and cultivate their creative consciousness and ability. At the beginning of the 20th century, when Dewey's so-called progressive education introduced art education, it led to the combination of art and other disciplines, and the tendency of art education becoming a vassal of general education became obvious, while imparting artistic knowledge and skills became insignificant. American art educator Ron Field and British art educator Herb? Reed became the standard-bearer of this academic school. This school of art education advocates the use of herbs. Reid's expression of "education through art" This overcorrected concept of art education often leads to the phenomenon of breaking away from art itself, resulting in various drawbacks. In view of this situation, American art educator Eisner put forward a comprehensive educational idea, that is, "art education" to make up for this shortcoming. In this way, the two schools of modern art education, instrumentalism represented by Reid and Ron Feeder and essentialism represented by eisner, are at loggerheads. The difference between the two English prepositions "through" and "in" clearly shows the difference between the two artistic education concepts. It should be recognized that in the education-oriented art education map, the effect of educational significance is very hidden and illusory, not as intuitive and easy to test as the effect of art itself. & lt Is it easy? The copula) says: "It is the metaphysical who refers to the Tao, and the metaphysical who refers to the device." In this way, it can be used to describe the internal relationship of art education. Compare art itself to a utensil, and compare the educational effect to Tao. If you want to be a prophet, you will get a Tao. Without "Tao", it is blind to talk about "qi", and the realm is not high, so it is not far from germination; Without "qi", the word "Tao" appears mysterious, empty, erratic and lacks foundation. Therefore, art education cannot be limited to the purpose of art itself, otherwise its position as an educational discipline can be doubted, but the effect of art education cannot but be born on the basis of art, in other words, the purpose must be achieved by means, and without specific means, the purpose can only become a fantasy. The internal relations in art education should also be understood in this way. To sum up, we believe that art is the disciplinary basis for the establishment of art education, and its position in art-oriented art education is very prominent, so the dissemination and development of art culture has become its main goal; In the education-oriented art education, art is also a basic factor that cannot be ignored, and it is still very important to impart appropriate artistic knowledge and skills. Without this, it is impossible to obtain the effectiveness of pedagogy. Only by not ignoring the importance of artistic knowledge and skills can we highlight the disciplinary nature of art education. The general classification of art education classifies art education in order to better grasp the characteristics of a certain kind of art education, organize and manage it reasonably, study and adopt certain teaching methods in a targeted manner, and effectively complete the teaching task. At present, there are generally the following classification methods for art education: 1. From the age point of view, it can be divided into preschool art education, primary art education, middle school art education and university art education. The object of preschool art education is preschool children, which mainly refers to art education in kindergartens, nurseries or preschool classes. Art education in primary schools refers to art education implemented in various primary schools. Art education in middle schools includes art education in ordinary middle schools, vocational middle schools and secondary normal schools. University art education includes art education in professional art colleges and art education in ordinary colleges and universities. In addition, all kinds of painting and calligraphy schools for the elderly can also be classified as art education for the elderly. 2. From the place of education, it can be divided into school art education, social art education and family art education. This kind of art education generally has an authoritative syllabus, regular textbooks, strict teaching plans and certain assessment methods. Social art education includes art education in youth palace and through museums; Art education in art galleries, various short-term training courses and cram schools. Family art education refers to art education in the family, which is generally guided by parents or tutors. According to the classification of the meaning of art education, we can divide art education into professional art education focusing on skill imparting and aiming at cultivating specialized talents and general art education aiming at cultivating students' aesthetic ability and art quality. The difference between these two kinds of art education is reflected in the following aspects: 1. The training goal of professional art education is to train all kinds of art professionals who meet the needs of social material and cultural life. Students acquire social occupations with certain professional skills. The focus of general art education is to cultivate people's quality, which is not decisive for students' future social role, but has indirect and hidden influence. This is manifested in the fact that, other things being equal, people with artistic accomplishment can accomplish certain tasks more effectively, thus having a greater chance of being chosen by society. 2. Ontology and instrumental professional art education takes art ontology as the core, spreads artistic knowledge and skills, and develops artistic culture. Although objectively, in the process of professional training, it will also cause some changes in students' psychological quality, mental state and behavioral characteristics, but subjectively it is not pursued as an external purpose. Although general art education, as a broad and solid foundation of professional art education, also includes the teaching of some art skills, it is more important to improve students' personality through art activities (as a tool) and achieve educational effects. 3. Object Since the task of professional art education is mainly to train professional art talents, it means that the object of its implementation is a few selected students with strong interest and solid foundation. As a kind of quality education, general art education is basically implemented for all students. 4. On the basis of requiring students to have extensive knowledge, the art education of content specialty is more important to develop accurately and deeply. Therefore, the professional division of teaching content is very fine, which goes deep into the internal composition of fine arts disciplines, such as Chinese painting, oil painting, printmaking, sculpture, craft, ceramics, clothing and so on. In order to meet the requirements of professional precision and in-depth development, the continuity of teaching content is generally strong, and a specific content is often arranged for a week or even longer. In addition, the study of this major is carried out step by step in accordance with strict scientific procedures. For example, the major of Chinese painting is generally taught according to the procedures of sketch, meticulous brushwork and freehand brushwork. The general art education is only a general understanding and attempt of art, so its teaching content covers almost all categories of art. In view of such a wide range of teaching content and the teaching hours must obey the overall teaching plan and conditions of the school, the rigor and continuity of teaching can only be relative. 5. Evaluate the talents trained by professional art education, and directly accept social choices with their professional knowledge and skills. Therefore, the effect and quality of teaching will be directly tested and evaluated by the society. Moreover, the society also constantly feeds back information to schools, so that relevant departments and schools can constantly adjust certain majors and change their settings, training numbers and quality specifications. On the contrary, it is impossible for society to evaluate the effect of general art education so directly. This is because students generally do not pursue art as a career, and art teaching does not take skill training as the main purpose. The effect of art teaching is not so obvious that it is difficult to attract social attention. The change of students' quality is difficult to be tested by some hard indicators, so the evaluation of this change is often vague. After determining the main categories of art education and finding the main differences between them, we can classify the existing art education phenomena and activities into these two types of education. Fine arts education in professional fine arts colleges at all levels, fine arts education in fine arts departments of normal colleges and some vocational middle schools all belong to professional fine arts education. Art education in ordinary primary and secondary schools and kindergartens, and art education in normal colleges, vocational and technical schools and ordinary colleges and universities aimed at cultivating students' quality, is general art education. As for the phenomenon and activities of art education in society and family, it is quite complicated because of different situations. The background of the formation of art pedagogy Marxist theory on the origin of education holds that education originated from productive labor and the need of human beings to teach productive labor and life classics. The productivity of primitive society is very low, and cultural and scientific knowledge is relatively poor. Therefore, the content of education is often comprehensive, and this comprehensiveness is presented at a low level. The basic content of education is a mixture of production experience, labor skills and common sense of social life, and independent subject knowledge has not yet appeared. From this point of view, strict discipline education is impossible to appear in primitive society. After mankind entered the slave society, the productive forces continued to develop, characters began to appear, and cultural and scientific knowledge became increasingly rich. It is impossible and unnecessary for people to impart all knowledge to all people indiscriminately. The differentiation of cultural knowledge, that is, the tendency of discipline is becoming more and more obvious, which leads to the emergence of discipline, which leads to the emergence of discipline education. It can be seen that the independence of discipline is an inevitable requirement for the emergence of discipline education. The formation of this subject has gone through a long process. As early as the Western Zhou Dynasty, a well-organized school education system was formed in China. The teaching content consists of four aspects: morality, conduct, art and apparatus, while subject education has formed six basic subjects: etiquette, music, archery, imperial examination, calligraphy and mathematics, which has opened the source of subject education in China. In feudal society, besides Confucian classics, China's educational content further involved science and art, such as arithmetic, astronomy, medicine and law in Tang Dynasty, and law, arithmetic, medicine, painting and martial arts in Song Dynasty. After the Opium War, due to the spread of western science and culture, subject education in China became more abundant. for example