How to improve the interaction of art class in senior high school

With the gradual deepening of the new curriculum reform and the continuous infiltration of new teaching concepts, teachers pay more and more attention to teaching interaction. As the most basic and effective way of information exchange between teachers and students, teaching interaction plays an increasingly important role in the teaching classroom. In the educational environment of the new curriculum reform, high school art class naturally pays attention to adding various forms of teaching interaction in the teaching classroom.

However, due to the deep-rooted traditional teaching concept and art teachers' lack of understanding and understanding of teaching interaction, there are still various problems in the process of teaching interaction in high school art classroom. For example, for art teachers who still follow the traditional teaching mode, their teaching interaction is only based on teachers' language interaction, and they often pay too much attention to the indoctrination language interaction between teachers and textbook authority. For art teachers who actively meet the new curriculum reform, their teaching interaction relies too much on lively classroom atmosphere, so it is often suspected of becoming a mere formality. In view of the above problems, the author mainly analyzes the teaching interaction between traditional classroom and new classroom from three aspects: emotional relationship between teachers and students, classroom organization structure and teachers' teaching tendency with the help of Flanders interactive analysis system. While finding out the main problems, the corresponding suggestions are put forward.

In my opinion, if we want to change the teaching interaction in high school art teaching, we can start with the following points: 1. Teachers should make clear the role of teaching interaction in teaching; 2. Teachers participate in teaching interaction equally;

3. Teachers and students emphasize the dynamic and generative nature of the interactive process; 4. Teachers and students pay attention to the effectiveness and efficiency of interaction; 5. Teachers pay attention to the active participation of each student; 6. Teachers balance the relationship between multiple interactive objects.

This paper makes a detailed analysis and discussion on many problems existing in the interaction of art teaching in senior high schools. On the one hand, it can provide possible reference for the majority of art teachers to face up to teaching interaction, on the other hand, it also puts forward corresponding suggestions on how to better carry out teaching interaction, hoping to provide as much help as possible for the majority of art teachers.