Insufficient understanding of the significance of art education. Schools generally attach importance to the results and achievements of art competitions, ignoring the educational function of the activities themselves; Paying attention to professional skills, ignoring the cultivation of aesthetic ability and artistic quality, students are overloaded with schoolwork and cannot participate in art learning and activities easily and happily. Most parents are worried about the impact on their test scores, which leads to many students with special skills who want to participate in art activities but can't. Although the off-campus art education market is active, there are many utilitarian ideas.
The overall development of art education is unbalanced. From a national perspective, there are still differences in art education mechanism, teacher structure, capital investment and ideological understanding in different regions, which leads to the imbalance of attention between east and west, cities and rural areas, ordinary schools and schools with artistic characteristics, and different teaching stages. At the same time, there are also problems such as the disconnection between social institutions and school art education.
The main role of school art education is not in place. Some schools are limited by the establishment of teachers, teaching funds and facilities, and the relatively heavy burden of subject examinations, resulting in the implementation effect of the school art curriculum plan not reaching the expected goal. Waste and resource shortage coexist. Some schools have hundreds of thousands of musical instruments, but many of them are idle in warehouses. Some schools offered to buy musical instruments, but they got instruments they didn't need. In particular, the lack of art teachers leads to the fact that campus art education can not fully meet the individualized art learning needs of students, especially some students who are interested in art.
The art education market is chaotic. It is basically three points of the world to carry the function of art education. Taking the survey in Suzhou, Jiangsu Province as an example, 33.32% of the public educational institutions, such as children's palaces or community street activity centers, and training institutions run by trade associations; Private educational institutions and educational consulting institutions, accounting for 45.02%; Private education training accounts for 2 1.74%. It can be seen that two-thirds of art education is in the hands of private institutions and personal tutors. The huge market and huge profits make social art education have many disadvantages. Many training institutions do not guide them correctly, but use their parents' utilitarian psychology to collect money crazily.
The social resources of art education have not been fully utilized. China's social art education resources are very rich, which is a powerful supplement to art education in primary and secondary schools. Take Suzhou as an example. At present, there are about 30 museums, 50 art galleries and 25 concert halls in Suzhou, and there are about 60 international and domestic high-quality art activities held in Suzhou every year. How to make good use of the existing social art education resources, promote the sharing of resources inside and outside the school, and further improve the overall level of school art education, there is still a lack of effective working mechanism.
In view of the above problems, it is suggested that the "Thirteenth Five-Year Plan" should focus on the long-term and strengthen art education. Improve the overall level of art education through reform and innovation; An effective way to expand art education through resource sharing; Through standardized operation, establish an evaluation system that coordinates art education with humanistic quality; Through the supervision of social art institutions, improve the overall quality of the industry