First, dig deep into teaching materials and be good at discovering the legal education content in art teaching materials.
Some people think that the content resources of legal education that can be infiltrated in junior high school art classes are very scarce. In fact, the so-called lack of resources accurately refers to the lack of flexible knowledge and diligence. If we think hard, dig deep into art textbooks and expand the connotation of art resources in junior high schools, we will find that some picture resources in the textbooks are very rich. Teachers can make full use of these pictures and materials, adopt flexible and diverse teaching methods, and subtly educate students on the legal system. For example, in the teaching of color pictures on page 9 of "Vibrant Spring Scenery" in the seventh grade art (People's Education Edition), teachers can contact the natural scene in spring and infiltrate Article 24 of the Environmental Protection Law of People's Republic of China (PRC): take effective measures to prevent the pollution and harm of waste gas, waste water, waste residue, dust and malodorous gas generated in other activities to the environment. Tell students to know more about environmental protection law, don't litter and waste residue, and make our home cleaner and more comfortable. For another example, when explaining page 1 of China Fine Arts (People's Education Edition) to the ninth grade, the Law of People's Republic of China (PRC) on the Protection of Cultural Relics can be infiltrated, so that students can develop the habit of protecting cultural relics from an early age and warn them not to scribble, scribble, carve or even destroy cultural relics when visiting cultural relics.
Second, choose materials close to life and expand the connotation of art legal education resources.
The Curriculum Standard of Nine-year Compulsory Education emphasizes: "The teaching materials should be as practical as possible to meet the specific teaching situation and be operable to meet the needs of teachers and students in different regions." When infiltrating legal education, teachers should start from the local actual situation, choose materials close to life and expand the connotation of curriculum resources, so that they will find very rich art teaching resources.
For example, in the teaching of the seventh page of the ninth grade of junior high school art, the teacher asked students to think about whether there are more or less students studying in this class this year than last semester by observing the scenes of middle school students reading in pictures, and analyze the reasons for the increase or decrease. At this time, in the process of discussing with students, we can easily penetrate into the compulsory education law and the law on the protection of minors. In addition, in the face of students who drop out of school, teachers can also organize students to carry out "message cards" activities to express their concern for students who can't come to school. In this activity, old calendars, magazines, newspapers, etc. Can be used as a card, save paper and protect the forest. This process can also penetrate into the forest law of People's Republic of China (PRC), thus making students realize the importance of protecting forests.
This kind of art classroom close to students' real life can not only expand the connotation of legal education resources of art disciplines, but also make students feel extremely cordial, thus greatly improving the feasibility and operability of teaching.
Third, create an atmosphere and infiltrate legal education in enlightening students' minds.
The new curriculum standard requires teachers to stimulate students' enthusiasm for learning. If legal education only requires students to memorize concepts or rely on teachers to recite scriptures, the result can only be that students have no interest in learning and teachers have no motivation to give lectures. Therefore, in the process of art education and teaching, teachers and students must interact and participate equally. Only in this classroom atmosphere can students' curiosity be stimulated and the content of legal education be infiltrated into their hearts. For example, teach people to teach "Art", the first volume of the eighth grade, page 4, "Let people's lives be better" (design? Application), teachers can first guide students to appreciate the Great Hall of the People, "Forever Blooming Bauhinia" sculpture, office environment design, residential living room design and other different environmental design works. At the same time, while guiding students to capture the beautiful things in nature with artists' keen eyes and appreciate the harmonious beauty between nature and people expressed by environmental art forms, we should create an atmosphere, infiltrate the environmental resources law and talk about the importance of rational protection and utilization of the environment and natural resources. This learning atmosphere will greatly touch students, arouse their inner resonance, and achieve the function of legal education.
Fourth, be good at association and capture the figure of "Fa" anytime and anywhere.
In a society where the rule of law is relatively sound, in a broad sense, the law is around you, and there are laws everywhere in life. In the teaching process, as long as you are good at association, a paragraph, a sentence and a picture can capture the shadow of "law" and penetrate into the content of legal education. For example, in the teaching of the lesson "The Implication of Paper-cutting" on page 19 of the ninth grade of junior high school art (People's Education Edition), because paper-cutting was successfully declared as an intangible cultural heritage in 2009, the People's Republic of China (PRC) Intangible Cultural Heritage Law can be infiltrated in this lesson; When teaching the third page of the ninth grade of junior high school art, we can also infiltrate the Intellectual Property Law of the People's Republic of China from the design of Apple handheld computers and desktop computers.
Verb (abbreviation of verb) conclusion
In a word, it is the common responsibility of the whole society to strengthen the legal education of primary school students, and the classroom is the main battlefield of legal education. In class, students should not only learn cultural knowledge, but also lose no time in infiltrating legal knowledge. This requires teachers to find the right starting point, think more, discover more and create more atmosphere in the process of junior high school art teaching. Only in this way can the teaching method of law education penetrate into the discipline and achieve good results, and can we really cultivate a new generation of people who know the law, understand the law, abide by the law and have excellent academic performance, and promote their healthy and happy growth in body and mind.