Student thesis:

The word "art" will give people a good feeling. I don't know when I began to like art, but this kind of love doesn't mean that I have a very deep understanding of art.

Art, in my personal understanding, refers to a kind of enjoyment, a kind of ideological enjoyment. Of course, this refers to good works of art. Every time I see a work that I think is good, I can't put it down and I can't appreciate it for a long time. Sometimes I even go there.

Let me talk about my feelings about art appreciation class:

At the beginning, I didn't want to choose art appreciation at first, but I chose employment skills for my job. Later, I went back to the dormitory to think it over. Since I prefer art, why not choose art appreciation? Universities should be a period of all-round development. The next day, I chose art appreciation.

The first class gave me the feeling that I was very comfortable. I suddenly became interested in this course, and as time went on, my interest became stronger and stronger. I feel in a good mood every time I attend class, and the class is very relaxed. Personally, I think understanding is the most important thing. As long as you understand, it is better if you are practicing.

Through art appreciation class, we can broaden our horizons and broaden our knowledge. In class, I learned a lot of knowledge, and I also learned how to really appreciate a painting, and how the painter feels when painting a painting. And what the author really wants to express in a painting. ...

Art can be seen everywhere in real life, such as a table, hanging clothes and so on. Learning art appreciation class really benefited me a lot, and I became more careful about my life. I gradually found that life was so beautiful. Sometimes when I look at a tree, I will be in a daze for a long time, as if I were there.

Art, simple understanding is color, and the collocation of different colors forms a picture. Most people only know the superficial meaning of a painting. If they want to know more, they need to know more about art, art, and a further understanding is art, art is art, and it also includes that the author often contains profound meanings when painting, expressing his feelings in a painting, so that people who appreciate this painting can sing for it. There are also some works that show specific social phenomena in a certain period, including social contradictions, and reflect the living conditions of the working people at the bottom of society, especially in wartime. There are still some works that people can't understand, and they can only understand the painter's intention by feeling. These works usually have valuable cultural and research value. For example, Fan You's works in his later years are crazy, and some paintings are always incredible. Now his paintings are world-famous and have high research value.

Of course, art is not only painting, but also contains many aspects, covering a wide range. Art appreciation class has taught me a lot, especially when I appreciate ancient paintings. Appreciating ancient paintings can't be appreciated with modern eyes, but should be combined with history and pay attention to artistic conception, composition and pen and ink. China ancient painting has its development course, which can be divided into five periods. Primitive society began (the generation of aesthetic feeling), before the Han Dynasty (the shape of the line was established), before the Tang Dynasty (the charm of the gods was held high), and then transitioned to the late Qing Dynasty (the theme of the soul), from the May 4th Movement (the blending of Chinese and Western).

After a long historical process, the development of art has become more and more diversified. There are essential differences between modern art and ancient art, modern art is more modern, and modern painting is also very concise and easy to understand. However, ancient art is difficult for us to understand. From the perspective of modern people, I think ancient paintings are difficult to make people sing, and they must be combined with history to have an experience. Ancient paintings also don't pay attention to the law of "abandoning the big and seeking the far, and abandoning the small and seeking the big". Take figure painting as an example, the key figures usually account for a large proportion, and the minor parts account for a small proportion.

Learning art appreciation has improved my cultural quality and moral cultivation, and also learned some common sense in daily life, which has enabled me to observe the beauty in life at all times and expand my knowledge. I learned so much knowledge in a short class. In this class, I also feel the atmosphere of the university.

Teacher's thesis

Principles of designing students' activities in high school art appreciation teaching

The curriculum reform of senior high schools is an important part of the curriculum reform of basic education in China. The curriculum reform of basic education is a major reform related to the comprehensive implementation of the strategy of rejuvenating the country through science and education and strengthening the country through talents. With the deepening of reform, we should constantly explore, create and accumulate experience. In practice, we always adhere to the principle of seeking truth from facts and find, study and solve problems with an objective and scientific attitude.

Put forward questions

The teaching materials of art appreciation teaching are rich in content and wide in knowledge, which brings great difficulty to teachers' lesson preparation and teaching. In the outline of basic education curriculum reform, it is especially proposed to change students' learning style as an important task of curriculum reform, and it is required to promote students' active and personalized learning under the guidance of teachers through curriculum reform. In the past, our narrow understanding of classroom teaching objectives easily made "teaching" and "learning" stay at the level of enabling students to acquire knowledge. Although they study hard, they have not actually formed quality. We believe that the teaching structure, content and design of appreciation should consider students' learning activities in an important position. Practice has proved that without students' participation, appreciation teaching will be like a stagnant pool, and new teaching concepts and ideas cannot be realized. Therefore, in order to achieve the goal of senior high school curriculum, our teaching can not be separated from the active participation of development subjects. Scientific research shows: "Simple behavior participation can not promote the development of students' advanced thinking ability. Only the learning style with positive emotional experience, deep thinking and cognitive participation as the core can promote the improvement of all-round learning quality including high-level thinking. "It can be seen that the learning style in teaching has a decisive influence on students' learning results. Changing students' previous learning style is the key to the success of appreciation class, and it is also the objective need for students' healthy growth and potential development.

Under the guidance of the new curriculum concept, our teachers have carried out colorful classroom teaching practice and deep experience, tried new teaching methods and new ways of classroom students' learning activities, and now review the design of various forms of students' activities in high school appreciation teaching since the curriculum reform.

Question click

Art appreciation is a special spiritual activity, that is, the process of comprehensively understanding works of art from the outside to the inside. In the past, teachers were full-time irrigators, and it was common to appreciate teaching and tend to "lecture and appreciate classes". Teachers talk a lot in class, students are sleepy below, the classroom atmosphere is dull, students lack the habit consciousness of active participation, and creative thinking is even more out of the question.

Action reflex

First, appreciate the situational introduction of teaching activities

A good beginning of appreciation class is the key to a good class. There are many import forms. Teachers should pay attention to the art of importing, and must be cautious about the creativity and flexibility of importing forms, such as short stories, interesting news, philosophical aphorisms, even an object and even a message, which can become the content of the imported text, bring students into the learning situation, and also help to open the door of students' thinking, so that students can concentrate on the guidance of teachers from the beginning.

Case fragment:

1. Introduce a new lesson in modern sculpture appreciation class, for example, by reviewing ancient sculptures, let students recall old knowledge and ask questions about the characteristics of ancient sculptures. This leads to the topic of "modern sculpture".

2, "into the abstract art" appreciation class leads to topics such as:

Teacher: Influenced by traditional aesthetic psychology, we often use the word "lifelike" to praise the works we think are good. (By asking questions, students can add several synonyms of "lifelike", such as: lifelike, lifelike, lifelike ...) Many foreign modern paintings we have seen from albums and exhibitions, including the works of world masters, can no longer be measured by the standard of "lifelike". Some paintings don't look like it, and some people don't understand it. Is it a work without a specific image? Teachers also play Beethoven's music, so that students can feel and express their feelings, indicating that music can be accepted by people through sound rather than concrete images, so it can also be composed of colors, lines and pictures with aesthetic significance.

This kind of question from the opposite meaning of idioms gets students' mutual response, coupled with the appreciation of music, which directly focuses students' thinking on the appreciation of the form of point, line and surface abstract painting.

3, "Greek and Roman art" appreciation class, the introduction of organizational teaching methods such as:

First of all, teachers introduced music to the opening ceremony of the 2004 Athens Olympic Games, playing the role of Greek sculpture culture, attracting students' attention, stimulating students' interest, and naturally introducing students into the learning situation of new courses. The teaching activity of situational introduction has the characteristics of truthfulness, affection and far-reaching, and the plane and stereoscopic images meet, so that students can see and hear when they enter the environment.

The purpose of teachers' creating vivid situations is to stimulate students' learning emotion, which, together with teachers' language, emotion, teaching content and classroom atmosphere, becomes a broad psychological magnetic field, thus prompting students to actively participate in the whole process of learning activities. By introducing situations, students' imagination can be broadened, students can understand textbooks more deeply, and students' association and imagination ability can be developed.

Second, pay attention to the appreciation teaching activities that students actively participate in.

The bilateral relationship between teaching and learning mainly depends on the guidance of teachers and the participation of students, and it is by no means a passive acceptance process. Only with students' active participation can students' own understanding and creative potential be mobilized, and only with students' direct participation can students' appreciation ability be stimulated, so that students can express their observation, understanding, thinking and analysis of artistic works, and then discuss and exchange their views. The process of students participating in evaluation activities is the process of students.

Case fragment:

Appreciating the lesson "Da Vinci's Last Supper" can not only be appreciated from the aspects of composition, modeling and color. First of all, the teacher needs to introduce the story of Jesus betrayed by the Jews expressed in the painting. The theme of the work is to praise the great personality of Jesus, and at the same time, it also lashes out at the ugly face of traitors who drag out an ignoble existence and sell their souls, which fully embodies the painter's love and hate. By introducing the connotation of the work, students' interest can be aroused quickly. Secondly, under the guidance of the teacher, the works are analyzed, such as how many characters are in the works, their dynamic expressions, costumes, props, what events they express, the surrounding environment and climate, and the role of light. , so as to guide students to gradually understand this work. After students participate in the perception, teachers can introduce the author's life, creative intention, creative process and the social background of the author's era in combination with the works, so that students can further deepen their understanding of the content, theme and value of the works.

Before this class, the teacher also arranged preview questions to guide students to collect information related to the content of appreciation, so as to shorten the distance between students and works. Before class, students can deepen their intuitive impression of the works by reading pictures, and teachers can also show a series of questions to guide students to observe and appreciate pictures. You can also use group discussion to give full play to students' autonomy, give students more opportunities to participate in comments, give students a certain thinking space, and let students actively participate.

Third, students take the initiative to explore the appreciation of teaching activities

American Wolff and others think: "Student-centered, the teacher's task is not to teach students to understand a work of art, but to provide them with opportunities to promote their own understanding of the work. This kind of sensitivity to works can't be taught, but can only be obtained through students' own efforts in the process of understanding works. Students should communicate freely with their works, and teachers should respect what they see, hear, think and think. Today, when the cultivation of creative thinking is advocated, it is especially important to encourage students to arrange their life experiences intuitively according to their own wishes, integrate their feelings, and watch works without any framework or prejudice. "

Case Fragment: "Works of Art from Different Resources"

Teachers organize and guide students to introduce the creative background of sculptor Rodin's Balzac in courseware, and then students discuss it. Students can write the author's creative intention in groups by asking questions, and then send representatives to explain. Students discuss in groups, and students' representatives read out the discussion results:

"Hello, teachers and classmates! Our group is very touched by this work. Rodin's works are atmospheric, free and easy, and full of master's charm. Not only is this work wonderful, but Omer in the last class is also very atmospheric. As can be seen from the creative intention of his works, Rodin is a sculptor with very distinct class feelings and an artist with great sympathy. Many of his works, such as Citizens of Calais and Thinker, are all shouting for the people. He has the exaggeration of his works, the temperament of washing and practicing, and the momentum of one go, which makes people unforgettable for a long time. Balzac is Rodin's most proud work in his life, and his dynamic choice is just right. The pacing scene after Balzac's writing at night, coupled with the sculptor's bold and exaggerated expression, accurately shows the spiritual temperament of Balzac, a great writer. "

After the speech, the teacher gave an appropriate evaluation.

The artist's creative intention described in this lesson is a necessary link to understand artistic works, and it is also the focus of this lesson. The concepts of artistic language, artistic beauty and formal beauty are still abstract to students, and it is difficult for students to understand them. Teachers can analyze it by comparing other art forms. This form of teaching activities in which students' representatives express their intuitive views reflects the typical changes in classroom teaching forms after the new curriculum reform. In teaching, teachers should pay attention to respecting students' reaction, respecting all the contents that students feel and respecting students' interest in each artistic work.

Fourth, role-playing forms of appreciation of teaching activities

In the teaching activities of appreciation class, most teachers will be satisfied with the teaching materials, the classroom atmosphere is deserted, and students have no interest in learning. Changing students' roles has become the practice of playing related role activities in appreciating works, so that students' learning activities will soon become a "self-realm" in teaching. They think and express actively and enthusiastically according to their roles, become active participants in the appreciation of works, and at the same time stimulate the attention and emotions of the whole class, making an appreciation class rich and colorful and leaving a deep impression on learners.

Case fragment:

In the teaching of appreciation, the teacher asks students to play roles in combination with the contents of pictures. Now that middle school students know the relevant background information of painting, they can be competent for role-playing. This kind of appreciation method can easily arouse students' interest in appreciating works. In the course of religious painting appreciation, teachers arranged related topics for students in advance, so that students could look for historical religious stories behind the screen, introduce stories and artists' creative motives in the form of performances, and give students free play in the form of deduction, providing them with sufficient imagination and expression space. For example, a group of students in a class vividly interpreted Da Vinci's religious story painting "The Last Supper" and invited Mr. Da Vinci to have an interview across time and space ... In the role interview, the host introduced "Guest Da Vinci" to let the students know the life of the painter, and the introduction of "Da Vinci" let everyone know the story behind the creation ... This form of learning activity of role transformation has received good teaching from the teacher's mouth to the role (played by the students) This kind of teaching brings vitality to the classroom, and the classroom is rich and colorful, which well reflects the participation and initiative of students in teaching. The change of teaching mode highlights the entertainment of teaching activities, embodies the vitality of activity courses, greatly improves students' interest in learning, and is the embodiment of music learning.

Verb (abbreviation of verb) is an appreciation teaching activity in the form of practical experience.

At present, the choice of teaching modules in senior high schools, most schools in this city have chosen compulsory appreciation module and elective painting module, and even some schools have organically integrated painting module and appreciation module. After careful consideration, we can easily find that there is appreciation in the teaching of "painting" and a large number of paintings in the teaching of appreciation. It should be said that the two complement each other, especially a large number of formal languages in painting, which help students appreciate the works in an all-round and deep way. The organic combination of appreciation and students' practical experience gives people the impression that teaching is more rhythmic, relaxed, students can move and the atmosphere is more active. Carrying out experiential learning activities in teaching is to further mobilize the experience of thinking and emotion on the basis of sensory experience, gradually gain the perception and understanding of knowledge, and then experience the perceived understanding through hands-on practice, enhance cognitive thinking, and further obtain creative, successful and enjoyable experiences. We can try it from five aspects: tactile experience, visual learning experience, practical experience, thinking imagination experience and emotional aesthetic imagination experience.

Case fragment:

In the calligraphy art appreciation class in China, a teacher first explained the contents of the textbook properly. In order to improve students' understanding of calligraphy, he specially asked students to do a simple local stippling and copying exercise, and paid attention to the following steps: 1, line strength; 2, the structure of words 3, the shade and dryness of ink; 4, the layout of words, etc. , make a full copy. Before practice, ask the students to talk about their understanding of the homework requirements, and then the teacher will demonstrate the practice on the spot, focusing on the first two practice requirements. Students will practice their homework after understanding the homework requirements. After practice, I selected some excellent calligraphy works for comments.

Teachers' evaluation should focus on the advantages, and appropriately point out the unfavorable factors (such as writing methods and habits, etc.) that affect the further development of students' works. Through such experience and practical activities, students' understanding and impression of calligraphy will be better than teachers' bland teaching. There are many ways of "experiential" learning activities. Teachers should use their brains in appreciation teaching activities according to their own teaching conditions, combine different teaching contents, and appropriately choose the methods and breakthrough points of practical experiential teaching activities, so that students can feel and understand in practical experiential learning activities, so as to smoothly enter the content of appreciation teaching. "Experiential" teaching activities put forward higher requirements for teachers, who must have higher comprehensive quality. In teaching design, teachers should make use of everything available. In a word, "experiential" learning in art appreciation teaching can enable students to reflect their own value, explore their own internal potential, and form a good relationship between "experiential" teaching and appreciation class.

Sixth, explore and appreciate the forms of teaching activities by using network information.

The integration of information technology education and curriculum resources is a new feature of art teaching after the implementation of the new curriculum. Under the guidance of constructivist theory, information technology provides a good learning environment for art appreciation teaching in senior high schools, which makes students' dominant position truly established, autonomous learning, inquiry learning and collaborative learning truly realized, which greatly stimulates students' learning motivation and cultivates their innovative spirit and practical ability. With the support of information technology, art appreciation teaching activities such as appreciation, evaluation and research-based learning have made new progress.

Case fragment:

1, the new way out for universities is:

The art network teaching website "Network Art Lab" is established, and the network is divided into resource area, learning area, communication area and teacher area. Resources are divided into field resources and network resources. On-site resources include online libraries, famous works, art exhibitions, art colleges, local arts, academic history and so on. Select network resources to link related websites on the Internet; Learning is divided into basic knowledge, college entrance examination area, art history, learning methods, related resource courseware and other modules. The specific teaching content is presented in different forms in the corresponding sections. The school's specialized network teaching studio integrating information technology and curriculum has created good conditions for the development of art appreciation teaching activities. Teachers believe that information technology can create a student-centered, teacher-led and extensive community-related learning environment, effectively improve the teaching of courses and carry out more effective appreciation activities. In a word, the teaching in the form of network information inquiry can enhance students' ability to solve problems. Collaboration ability and innovative thinking; Make the application of information technology an integral part of the learning process; Cultivate students' literacy of obtaining, selecting, transmitting, processing and using information; At the same time, it is conducive to promoting the cooperation and exchange of students in the class and broadening their horizons.

Case fragment:

2. In the teaching of "Clothing Appreciation" course, a school used the Internet to collect pictures of personal fashion works of many world fashion masters for students, and used the media to show all kinds of exotic clothes. While watching the teacher, the students explained the clothing elements such as color matching, style and style, which broadened their horizons.

Constructivist learning theory and learning environment emphasize student-centeredness, and require students to change from passive acceptance of external stimuli to active constructors of information processing and knowledge meaning. Constructivism teaching theory requires teachers to change from imparting and inculcating knowledge to helping and promoting students to actively construct meaning, and requires teachers to adopt brand-new teaching methods and brand-new teaching designs in appreciating teaching activities.

Seven, visit, visit the form of appreciation teaching activities.

There are many methods that can be used in art appreciation learning activities. Teachers should sum up and expand their teaching practice. We will certainly create a variety of appreciation teaching methods that meet the age characteristics of students. There are many resources that can be used in art appreciation teaching activities, among which social resources can be museums, art galleries and artists' studios near the school, and even invite art to hold exhibitions, demonstrations and speeches in the school.

Case fragment:

As mentioned earlier, the appreciation class of "China Ceramic Art" can lead students to visit museums with large collections. Before the visit, teachers can ask students to bring cameras, notebooks and research topics set by teachers in advance. Students can purposefully collect relevant pictures and written materials in the exhibition with questions. During the visit, teachers will not only be explained by lecturers, but also supplement the key representative works and the overall characteristics of the times, and then return to the classroom. The teacher will systematically show the courseware to the students and make a summary. You can also expand the search on the internet according to the content of the research topic and add students' own unique opinions. The homework content is that each student writes a small appreciation paper of 1500 words, and the display of research results can be published online. At the same time, the group will be assigned to give a speech on the platform, and finally the teacher will make appropriate comments and summaries on the students' reports.

In a word, this kind of teaching activity design puts forward higher requirements for teachers, who should do a good job in curriculum research for students' expanding research in advance. In activities, teachers should be the guides, helpers and encouragers of teaching. This kind of teaching activity is an interactive process of the common development of teachers and students. In practice, teachers and students will learn from each other, learn from each other's strong points and develop harmoniously in depth, so that a real "learning" will be formed between teachers and students.

Above click on some problems in the design of appreciation teaching activities, and accumulate some methods and countermeasures to solve the problems through some case fragments of different types of teaching activities, for the reference of peer teachers. The diversity of students' activity design in art thematic appreciation teaching brings vitality to classroom teaching.

We believe that in the activities of appreciating and educating students, to achieve: 1, the activity design must closely focus on the teaching objectives of a class; 2. The content and form of students' activities in teaching should have wide adaptability (different levels and cognitive levels); 3. The content and form of activities should closely focus on the key and difficult points of teaching. 4. The arrangement of activities should be centered on the forms that students are interested in; 5. The form of analysis should contribute to the formation of students' innovative spirit and inquiry ability; 6. Activity design should be conducive to the cultivation of students' emotions, attitudes and values; 7. Activity design should help students learn to describe; 8. Activity design should be conducive to promoting the flexibility and diversity of students' thinking.

In a word, the purpose of compulsory appreciation course teaching in senior high school is to guide students to actively participate, learn to evaluate works of art with artistic language, learn to know the world with artistic thinking, broaden artistic horizons, respect world multiculturalism and improve artistic accomplishment in the process of understanding excellent works of art at home and abroad. Based on the spirit of curriculum reform, the design of our appreciation class teaching activities is particularly critical.