First, the influence of teachers' own factors. Many teachers who teach art are not art majors. For example, a considerable number of our students are professional teachers, and schools in rural villages and towns are even more short of professional art teachers. In the new curriculum reform, some teachers can't connect with art textbooks, which affects the school art education. Second, the hidden rules of education-the impact of exam-oriented education One of the national education policies is to let students develop morally, intellectually, physically, aesthetically and laboriously. However, due to the fierce competition in exam-oriented education in reality, most schools actually implement exam-oriented education. This is how the enrollment of key junior high schools and senior high schools is implemented (this is also the reality of most education in the country), and students who do well in the examiners are rushed to these schools. Performance pay is also implemented in most schools. The school takes Chinese, mathematics and English as the main subjects, and art, music and sports as minor subjects. Teachers in leading subjects get more performance pay, while teachers in minor subjects get less. As long as students get good grades in the main subjects, they are "dishes and noodles", so most schools only pay close attention to the main subjects in teaching, and the minor subjects are irrelevant. Teachers in major subjects often borrow classes from teachers in minor subjects, but they can borrow them or not. Teachers in minor subjects dare not find any reason not to borrow them. These factors undoubtedly affect the development of school art education. Education should not be divided into major subjects and minor subjects. Our education should not force students to learn "that" instead of "this". Students are also knowledgeable, so students should be allowed to give full play to their respective bright spots. Where there is culture, there is culture. If you can fight, you can fight. But in reality, most primary and secondary schools actually implement exam-oriented education. The reasons for this situation are deep-seated factors, which are closely related to social system and education system, and need to be explored by educators. Third, the influence of students' own understanding Under the long-term influence of the above second factor, students think that only the main courses such as Chinese, mathematics and English can be learned well, and minor courses such as art are just jokes. In the long-term teaching, it is found that a large number of students are often doing Chinese or math homework in art classes. The reason is that students say that the teacher just assigned or the teacher assigned too much homework. It is important to finish the main homework first, but the art teacher dare not stop the students from doing their homework, otherwise the students will go to the main teacher after class and say you are not. The master teacher will say you are not? Aren't all these factors affecting the development of school art education?