First, the introduction of art appreciation teaching is not only to spread knowledge, let students know a few works of art, its teaching purpose is to cultivate high-quality people with initiative, initiative and creativity. In order to achieve this goal, it is necessary to strengthen the guidance of some specific and microscopic appreciation strategies in art appreciation teaching, such as sensory ability, descriptive ability, verbal communication and interpretation, and art criticism essay writing. Only in this way can we truly realize the dialogue and communication with the works, thus reflecting the development of students' aesthetics, revealing students' aesthetic personality and expressing students' good aesthetic feelings. At present, the research on art education in primary and secondary schools is developing vigorously, and the research on teaching mode, teaching method and teaching content has reached a certain depth. However, the guidance of learning strategies involving specific micro-angles and related to the fundamental development of students' artistic quality is relatively weak. In the teaching of art appreciation in primary schools, such shortcomings are: 1. Art education takes cultivating students' aesthetic ability as its own responsibility, and aesthetic ability begins with feeling. Cultivating students' perception ability should be an important task in appreciation teaching. In the actual teaching of appreciation, some teachers often ignore the existence of students and don't give them time and opportunity to fully feel, but take the teacher's feelings as the conclusion, thus making the teaching of appreciation simple and superficial; 2. Pay too much attention to the analysis and appreciation of the color, shape, light, lines, texture and other factors in the expression form of the work, and lack the experience and understanding of the overall aesthetic significance of the work in the process of appreciation; 3. Students' passive appreciation in class is reflected in that on the one hand, they only listen to the teacher's explanation, on the other hand, they always want to take the ideas expressed by the author as the standard of understanding. If the author's thoughts cannot be consulted for a long time, it should be based on the conclusion of art history theory. This kind of "standard answer" appreciation ignores students' understanding of artistic works, students' meaningful taste and language expression, not to mention the improvement of pillar appreciation ability such as description, dialogue and explanation, and the cultivation of creative appreciation ability.