Some Thoughts on Carrying Out a Good Education in Art and Culture Classes Essay

Some views on conducting a good education in arts and culture class essay

In many aspects of personal growth, we all often come into contact with the dissertation, right, through the dissertation writing can develop our scientific research ability. Still clueless about dissertations? Here are some of the views I have compiled on the development of a good art and culture education thesis, welcome to read, I hope you can enjoy.

Carrying out some views on good art culture class education essay Part 1

Abstract: This paper analyzes and discusses the analysis and discussion of the reasons related to the neglect of cultural classes, especially the language teaching of art majors in school, and puts forward a few suggestions on how to carry out a good art major culture class teaching.

Keywords: art majors; culture class; teaching

With the development of society, all walks of life on the cultivation of talent is not only specialized skills requirements, the corresponding training of talents in the cradle of a school, the more emphasis on the overall training of students. Art as a large field of culture, in vigorously advocating cultural pluralism, socialization today, art is very popular among people, many students chose to continue their studies in the field of art. However, the vast majority of these students do not understand the school for the opening of the significance of art subjects is to cultivate the overall development of students, but focus on the study of art subjects and thus dilute the importance of cultural courses, this blind specialization will make students in the future social life is difficult, the real artists are in the understanding of the social context of the achievement of science, which requires students to develop comprehensively, the cultural courses have a significant role in cultivating true artists in the field of art. This is a very important part of the cultural program for the cultivation of true artists.

I. Problems in the cultural courses of the art majors: Take the language courses as an example.

1. Lack of relevance

The majors generally use a unified textbook, the textbook focuses on the lack of relevance. Just to meet the requirements of the syllabus, or just to it can correct students' misspellings, to help students write some simple applications only. There is no close connection between the language course and the professional course, thinking about the connection between it and the profession, so that it can play a better role.

2. Lack of timeliness

The art school of language courses in the selection of teaching materials did not take into account the specificity of the various professions, the differences in the language learning ability of the students of the various professions; the content of the textbook is biased in favor of ancient times, ignoring the present contemporary; the current textbook is too much emphasis on the ideological quality of education, emphasize the language learning of the educational, literary, ignoring the language subject of "instrumental", "instrumental". "Instrumental". Many of the current textbooks are secondary school when the works learned, the students do not feel strong freshness, the teacher class even in the focus of teaching and secondary school textbooks are very different, even if it is in order to deepen the student's learning of the works, but also inevitably make the students tired of the heart, the students do not like it is in reason.

Second, the role of art professional culture class teaching

1. Learning good culture class can effectively improve the comprehensive quality of art students

Professional skills quality, comprehensive cultural quality and ideological and moral quality is an art student should have three important qualities. Among them, ideological and moral quality plays the role of "pointer", while the comprehensive cultural quality is the basis for students to improve their professional skills and innovation. Facts have proved that modern society needs more talents with compound knowledge structure and comprehensive development. Comprehensive talents is the direction of cultivating talents today. And cultural courses play an important role in developing students into talents with multifaceted abilities.

2. Learning good cultural knowledge to improve students' artistic literacy and artistic creation ability has a contributing role

Many art students wrongly believe that the learning of cultural courses in their own professional learning is a contradiction: that the teaching of cultural courses in the university does not help their own professional learning, it does not matter whether they learn, learning is a waste of time. But do not realize that the two are closely linked and inseparable. Art is a kind of creation activity, with certain . Aesthetic attributes and spiritual value. Any art with vitality must draw on the elements of national traditional culture.

Third, how to do a good job of teaching cultural courses in the arts

1. Teachers who teach art majors in the various cultural courses should be fully aware of the psychological characteristics of art majors and learning characteristics of art majors, art majors in the students' cultural achievements are relatively low, coupled with the existing situation of some of the fluke mentality, it is more likely to neglect the learning of cultural courses, and the teachers should understand first, in order to understand the cultural characteristics and learning. Teachers should be understanding first, to encourage the main, enhance students' self-confidence, to help students recognize the general direction of learning. But also note the characteristics of art students, so that students can truly grasp the basic requirements necessary for an artist, to help them expand their thinking, master the professional art techniques and skills and a wealth of emotions and cultivation, as a special spiritual production, artistic production is different from other forms of spiritual production, more different from the material production of human beings, with their own unique rules and characteristics.

2. Teaching content, in the absence of a textbook written for art students and the use of unified textbooks, should be based on the professional, flexible thinking of students to rationally arrange the content of the lectures. A clear grasp of the main points of the article, and flexible integration into the students' specialties, so that they understand the cultural courses at the same time to expand the study of the profession, training, and development of students' artistic thinking. To summarize, the teaching content of cultural courses should be close to the social reality of the times, close to the actual thinking of students and close to the actual art profession. In China's five thousand years of cultural background, there are many excellent traditional culture, teachers should know how to adapt, these cultures into the student's mind, and ultimately lead to art.

3. Choose appropriate teaching methods, methods, focus on stimulating students' learning initiative. The Bauhaus in the early 1900s put forward the "break the pure art and the use of art cut off" concept of education. Most of the art majors have active thinking, strong desire for expression, and a strong sense of self. In the students' free play, but also the teacher is the busiest time, because at this time the students are completely relaxed state of their own problems, is the students from their height to solve the problem, the teacher to capture these problems and solutions to the problem of ideas and lead the students, the teacher only need to grasp the direction of the students in the thinking of the wrong or contradictory differences do not reach the unity of the views of the students when the time to give corrections or inspiration, so that the students in the right course forward. The students are on the right course.

4. In the form of the examination, in addition to the now well-known examination paper a question and an answer, you can also try to test the content of the examination and the combination of the form of professional learning. The relevant professional content integrated into the cultural examination, so that students themselves feel that the cultural courses in the professional is closely related, such as the performance of the professional can be in the form of an essay in order to bystander's point of view of the portrayal of the characters, the cultural teacher in the performance of the professional teachers to make the students and then their own articles of the characters performances, deepen the students' understanding of the characters, awareness; art students can also allow students to evaluate the excellent works, speak their own point of view and combined with the students' understanding of the characters; the art students can also let students evaluate the excellent works, the students can also let their own point of view. Speak their own point of view, and combined with the point of view to complete their own works. Teachers are not the textbook appendage, but the master, should master the essence of the textbook under the premise of flexible transmission to the students, the examination should also be a means to assist the teaching.

Some of the views to carry out a good art culture education Essay Part 2

Art secondary vocational school is an important place for the country to cultivate art talents, with the deepening of the reform of the education system, to improve the humanistic qualities of art secondary vocational students, the importance of the comprehensive quality of the students continue to highlight the art secondary vocational school of culture education has put forward new requirements. At present, the problem of cultural education in art secondary vocational schools in China is very prominent.

This article explores the problems in the cultural classes of art education secondary schools, and puts forward several teaching reform measures, hoping to play a role in promoting the reform of cultural classes in art secondary vocational colleges and universities.

China's secondary art vocational colleges and universities have cultivated a batch and batch of art professional and technical talents for our country. However, the traditional concept that the main teaching task of secondary art vocational colleges and universities is the learning of art and professional technology, ignoring the learning of cultural courses.

At present, there are two kinds of art secondary vocational students after graduation, one is through the art college entrance examination to enter the higher art colleges and universities for further study, and the other is to engage in art-related work. These two ways to art students themselves comprehensive quality, especially cultural quality put forward a high demand. How to improve the quality of art secondary vocational colleges and universities through the reform of cultural teaching management and classroom programs is the direction of this paper to explore.

I. Problems in teaching cultural courses in art secondary vocational schools

(a) Insufficient understanding of the importance of cultural learning

Some parents, teachers, and students do not have a sufficient understanding of the importance of cultural learning. It is believed that art students can set up relatively correct social values, outlook on life can be, and have strong professional skills can help students survive in society.

Some parents treat vocational schools as a place to manage problematic students, as long as the students do not make mistakes of principle, and do not pay attention to the students' learning problems.

(2) The teaching content of cultural courses is more difficult for art vocational students

As art vocational students have the demand for college entrance exams, the cultural classroom is generally used in the cultural classroom is the general high school cultural course materials, for vocational students, the teaching content is more difficult. In addition, due to the middle-vocational students in the curriculum also need to learn professional and technical courses, teachers in the course of lectures often only time to pass on the knowledge of the books to the students, after class consolidation, Q&A and other serious shortage of class time. All of these factors have led to the existing art of secondary cultural teaching hours can not meet the needs of secondary students to learn cultural courses.

(C) art intermediate students' cultural foundation is weak

In terms of the current situation, the current art intermediate students' cultural foundation level is still at a relatively low level, and the students' enthusiasm for learning is not high, and some of the students have rejected or even resisted the learning of cultural courses. The low attendance rate of students in cultural courses and the low degree of classroom participation have always been a problem for secondary teachers.

(D) Art secondary culture teachers are prone to burnout

For secondary culture teachers, the difficulty of teaching is much higher than that of ordinary high school teachers in the face of their own weak cultural foundations and lack of interest in learning secondary students within the limited time of teaching culture. In addition to the regular curriculum design, teaching and research, teaching and other pressures, art secondary culture teachers also have to deal with a variety of learning disabilities of students, psychological burnout is very easy to produce.

Second, the teaching countermeasures of secondary vocational school culture class

The teaching goal of art secondary vocational school is: to cultivate a modern moral, intellectual, physical, and aesthetic comprehensive quality of the practitioners with a strong artistic flavor. The Ministry of Education has emphasized deepening the reform of teaching cultural courses in secondary vocational schools, and has put forward clearer requirements for teaching in art secondary vocational schools, and the following are a few innovative reform countermeasures:

(a) Strengthening the teaching and management of cultural courses

Improve the status of cultural courses in art secondary vocational education, and give equal importance to cultural learning and professional skills learning. From the school level to develop a corresponding teaching management system throughout the entire secondary vocational colleges and universities in teaching management.

Art secondary culture teachers are directly involved in student management, from the ideological, learning, life closer to the distance between students and parents. Care, understand the actual difficulties and real needs of students, to help students solve life and learning problems in a timely manner. The company's website has been updated with the latest information about the company's website, and the company's website has been updated with the latest information about the company's website and the company's website.

(B) scientific planning of cultural teaching curriculum

According to the cultural teaching experience and students' cultural learning needs, combined with the actual level of knowledge structure of the students, and a reasonable allocation of cultural courses professional course hours proportion, professional culture, both hands, not miss. In different grades with different ratio arrangements, for example, in the senior phase, the last semester to consider the needs of students art exams, in order to meet the review requirements of the premise of the appropriate reduction of the proportion of cultural courses; and the next semester of the cultural course teaching, to help students to sprint to the art of cultural college entrance examination courses.

At the same time, according to the actual cultural foundation level of art intermediate vocational students, reasonable arrangement of cultural courses of various subjects learning time. For example, in the survey of art vocational students, the proportion of class time for language subjects can be increased accordingly. The reasons are as follows: first of all, language is the most basic learning course, and students have a high degree of mastery and significant learning effect. Another strengthen the importance of language subjects in secondary education, can guide students in the expression ability, communication skills and other aspects of the corresponding improvement, help students to improve their understanding of other art things, help exercise students' thinking consciousness.

(C) Optimize the teaching methods of art secondary schools

The teaching methods of art secondary teaching need to be changed accordingly, and teachers should introduce the combination of artistic thinking and cultural lessons during classroom teaching. Mobilize students' enthusiasm for learning, and introduce some classroom games at the right time to improve students' interest in learning cultural courses. In addition, through the "bring in, go out" way, increase teacher training opportunities, improve the quality of teacher teaching.

(D) the use of Internet resources for teaching

In the era of the Internet developed, the school should be more in line with the times, increase the teaching of media-based courses, the use of the network's powerful features, broaden the horizons of the students, the Internet will also be able to cultural books appear boring text more concrete show, so that the learning of the cultural classes to get rid of the boring, the use of new teaching resources to improve students' independent learning ability. The new teaching resources, improve the students' independent learning ability.

Three, conclusion

Art secondary vocational education is an important part of modern vocational education, secondary culture is an important foundation for secondary vocational schools to cultivate high humanistic qualities. By improving the understanding of art secondary vocational schools on cultural courses, constantly reforming the teaching mode, introducing new teaching methods, and improving the interest of art students in cultural courses, it can provide a reference for the reform of cultural course education in art colleges and universities.

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