For a long time, in the process of art teaching, we have overemphasized the study of basic knowledge and skills of art, but neglected the emotional experience of factory students and the nourishment of art culture, which has affected students' enthusiasm for learning art and made them lose their interest in learning art. Therefore, we should transform the study of basic art knowledge and skills into the study of art culture, and improve students' ability of art appreciation and art creation, which is also a major feature of our art education reform in the new century. In the past, we always thought that art learning was mainly about skill learning, but the new national art curriculum standard thinks that art learning is not only a simple skill training, but also a cultural learning. This problem can be viewed from two aspects:

First, from a cultural point of view, with the development of communication and transportation, human cultural exchanges are becoming more and more frequent. However, cultural exchange may be a double-edged sword, which may be accompanied by reciprocity or lead to both losses. How to reduce the prejudice and conflict between cultures and nations? Multicultural researchers believe that the lack of understanding of different cultures is an important reason for racial prejudice. Therefore, strengthening multicultural cross-cultural education is an important way to strive for mutual understanding among ethnic groups, avoid narrow nationalist tendencies and promote world peace. Art is an important part of human culture and is inextricably linked with all aspects of social life. The art of different nationalities produces different art forms, which constitutes the diversity of world art. Raising art research to the height of American water culture research can make us have a deeper understanding of art, a broader understanding and respect for the art and culture of various nationalities, and it is even more necessary to give play to the independence of national cultures and promote multicultural exchanges.

Second, from the perspective of the art discipline itself, the art discipline has the characteristics of wide knowledge and strong comprehensiveness, and has a direct and hidden relationship with social science, humanities and natural science. Therefore, it is an indispensable part of education in Zigong, Jiangsu Province, and plays an irreplaceable role in cultivating the quality of the flame. Raising art learning from the level of pure skills to the level of art and culture learning can make students fully understand the relationship between art and people, art and life, art and emotion, art and politics, art and history, so as to learn art better.

First of all, through art study, students can understand the differences of people's feelings, attitudes and values and the richness of human society. Through understanding different history, culture, economy and geography, students can understand the characteristics of art, the diversity of artistic expression and the unique contribution of art to social life. It is necessary to change the current situation of over-emphasis on learning, rote learning and mechanical training, advocate students' active participation, willingness to explore and diligence in practice, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate. We should pay attention to cultivating innovative spirit and practical ability, and emphasize that the course should promote the healthy development of each student's body and mind and cultivate good moral quality. In the past, simple emphasis on basic knowledge and skills made it difficult. Students are very tired, can not meet the requirements of teachers, will inevitably lose confidence in learning; Ignore the cultivation of emotion, attitude, values and ability. Teachers only pay attention to the results rather than the process in teaching design, which makes the students' ability not fully developed. Therefore, if our teachers' teaching concepts are not updated and the teaching process and methods are not reformed, the curriculum reform will become a mere formality, with half the effort and even in vain. Therefore, we should not only pay attention to the reform of curriculum content, but also pay attention to the reform of teaching process and methods. Divide art learning areas by art learning activities, strengthen the comprehensiveness and exploration of learning activities, and pay attention to the connection between art courses and students' life experiences, so that students can improve their imagination and creativity, aesthetic awareness and ability, enhance their love and responsibility for nature and human society, and develop their desire and ability to create a better life. Specific practices are as follows:

1. Advocate autonomous learning, with teachers leading. By guiding and inspiring students to explore knowledge and skills artistically, students can be inspired to develop their thinking and imagination, so that students can truly gain their rights and fully reflect the leading role of our teachers.

2. Pay attention to the cultivation of multiple abilities and implement the "two basics". Let students actively participate in various art activities, try various tools, materials and production techniques, and understand the expressions and methods of basic art language. Cultivate artistic practice ability and form basic artistic accomplishment. Emphasis is placed on students' interests and learning activities, and the formal rules, theme contents and cultural meanings of various works of art. Some of our teachers often stop at guiding students to pay attention to the performance of the content of the work, such as what is painted (scenery, scenery or people), what story is painted, or what is the title of the work. Once the theme of the work is consistent with the title, it produces a kind of

The satisfaction of understanding. This kind of viewing is superficial and has no depth. Therefore, in order to improve students' understanding of art and its works, it is not enough to stay at the level of theme content, but also to explore from two latitudes: the formal law of art works and their cultural implications. Of course, the knowledge of the new art curriculum not only refers to the production skills of art works, but also includes the knowledge related to art and culture, art and nature; Skills not only refer to the skills of making art works, but also include the skills of appreciating and commenting on art works, the skills of students learning art independently, the skills of applying art knowledge and skills to other disciplines, or the skills of solving problems encountered in life, and so on.

4. Promote cooperative inquiry and enhance the effectiveness of activities. Teachers unilaterally pursue the form of classroom group cooperative learning without carefully designing the purpose, opportunity and process of group cooperative learning. As long as there is doubt, no matter how difficult the problem is, even if it is not worth discussing, it should be discussed in the group. The discussion time is not guaranteed, the tasks are not divided, some students have heavy group learning tasks, and some students have not entered the state of cooperative learning at all. Misunderstood the cooperative inquiry and ignored the effectiveness of the activity. There are fewer participants and more observers. During class, the students are busy here and there for a while, and the classroom is messy and noisy.

The purpose of the activity is poor, and there are no activities of experience and reflection. There is a lack of unity between explicit activities and implicit activities, operational activities and thinking activities in activity practice, and teachers' practical guidance on students' oral, hands-on, brain and personal experience process is not enough.

In group learning, due to the lack of equal communication and exchange, especially the lack of in-depth communication and collision, the result is often that the opinions and ideas of excellent students replace those of other members of the group, and the students with poor academic performance become the foil. They are more often listeners, and even if they express their opinions, they are not taken seriously. The opinions of students with poor academic performance are often ignored in group reports.

5. Integrate disciplines to enhance visual beauty. Because some teachers put too much emphasis on the integration of disciplines, they have too much knowledge, not enough time, and the characteristics of disciplines are not obvious, so they hurried through the field. The teaching time is correct.

The relationship between knowledge and ability is not handled properly, sometimes the skill requirements of professional knowledge are overemphasized, and sometimes the implementation of subject knowledge is ignored. Teaching guidance only pays attention to superficial phenomena, lacking students' visual aesthetic feelings and experiences, and art classes are neither fish nor fowl.

The art classrooms in most schools in the new curriculum experimental area are not equipped with corresponding multimedia facilities, especially in rural schools, even though the schools have better quality art teachers and corresponding art courseware.

Heroes are useless, which has a great influence on the classroom teaching effect of fine arts with visual aesthetics as the main feature.

6. Clever use of modern media, combined with traditional means. Some art teachers only regard computers as ordinary typewriters and projectors when using multimedia. They know little about the powerful art function of computers and the application and development of corresponding art software. After some teachers have courseware, they ignore the use of traditional art teaching AIDS and lack the demonstration and guidance of practical operation. Audio-visual media introduced into the classroom, if used well, can enrich teaching methods and improve teaching quality. But the media is a means, not an end. The practice of media for the sake of media is not only thankless, but also self-defeating. Pay too much attention to art professional knowledge and skills. We should realize that art education in primary and secondary schools is only a kind of national art education, and most of our educational objects can't concentrate on learning art at present, and they may not take art as their lifelong career in the future. What we do for students is not professional art education, but life art education. The teaching content we choose should be helpful to students' future life and their physical and mental development. An important task of this art curriculum reform is to change our ideas and understand art curriculum more from the perspective of education than from the perspective of art education. Only in this way can we organize the course content from the perspective of promoting students' development, downplay the subject center, pay attention to the comprehensiveness and diversity of the course, try our best to link art learning activities with students' life experiences, and try our best to improve students' interest in learning art.

Secondly, cultivate students' love for the excellent artistic tradition of the motherland and tolerance and respect for the world's multiculturalism.

1. Art teaching should pay attention to the cultivation of students' aesthetic ability. In teaching, we should follow the aesthetic law, give students more opportunities to feel artistic works, and guide students to imagine and compare. Teachers should not rush to replace students' feelings and understanding with simple explanations, but should guide students to experience, think, identify and judge through comparison and discussion, and strive to improve students' aesthetic taste.

The purpose of aesthetic education: ① to make students form a correct aesthetic view; ② Cultivate students' ability to feel, appreciate and create beauty.

① Stimulate students' curiosity and imagination.

② Students should be exposed to a large number of high-level works of art from an early age to enrich their image storage.

③ Cultivate students to appreciate nature, learn to appreciate life, and find and discover beauty in nature and life.

④ Teaching should follow the aesthetic law, give students more opportunities to feel the works of art, and guide students to compare images.

Perception and understanding of the formal law of artistic works is a direct dialogue and communication with artistic language, and it is an activity inclined to intuition and perception.

Visual reading, rather than providing ready-made conclusions to experts. Some textbooks tell students that straight lines make people feel strong, curves produce femininity, or lists tell students what associations various colors may have, and so on. In fact, once artistic language enters a work, it is no longer an abstract concept. For example, translucent plastic curtains are parallel straight lines, will there be a strong feeling? The thick and black cast iron sewer elbow is curved, is it feminine? In fact, the characteristics of graphics are difficult to describe in words. It can be said that the modeling elements and their characteristics in the works must be observed by students with their own eyes and experienced and perceived with their own hearts. Perhaps the result is just a vague, unspeakable or unspeakable feeling, which is the true feeling of the viewer from the heart and will be different from each other. Furthermore, starting from the concept of curriculum reform, we should also provide less ready-made knowledge so that students can discover and construct knowledge through experience.

2. Art teaching should pay special attention to stimulating students' innovative spirit and cultivating students' practical ability. Teachers should actively create a learning environment conducive to stimulating students' innovative spirit, and guide students to creatively use artistic language in artistic creation activities through activities such as thinking, discussion and dialogue; Teachers should encourage students to carry out inquiry learning and express their unique opinions in appreciation activities.

Generally speaking, we teachers should constantly innovate and reform to push our art education to a higher level. Let our next generation grow up healthily under the influence of good art and culture.