How to implement the new art curriculum standard inquiry?

Basic Concepts 1.Student development as the basis, is the formation of basic art literacy 2 attention to student life, stimulate students' interest in learning art 3 strengthen integrated learning, in a wide range of cultural situations in the understanding of art 4 to the student as the main body, to cultivate the spirit of creativity and problem-solving skills 5 weakening the ability to select and select, in order to promote the development of the students to evaluate. Teaching content includes 1. The Standards are divided into four learning areas according to the way of art learning activities, i.e., "modeling-expression", "design-application", "appreciation-commentary" and "synthesis-exploration"; and the nine-year compulsory education stage is divided into four periods, i.e., the first period: grades 1-2; the second period: grades 3-4; the third period: grades 5-6; and the fourth period: grades 7-9. The following is a list of the four areas of study. 2. Suggestions on how to deal with the proportionality of the four learning areas in the total amount of lesson time. 3. A description of the basic components of the content standards and their interrelationships. 4. A description of the scope, meaning, learning objectives and teaching methods of the four learning areas. 5. content standards for each learning area and suggestions for related teaching and learning activities and evaluations by segments. I. Description of content The four learning areas of this Standard are not specified in terms of proportion, and can be flexibly arranged according to the situation in different places. Each learning area consists of three parts, namely, standards, suggestions for teaching activities and suggestions for evaluation. The standards are the materialization of the general objectives of the curriculum, reflecting the correspondence with the general objectives. Teaching activity suggestions propose more specific and operable contents and learning styles in relation to the standards. These specific contents and learning styles are optional, and localities can choose and adopt the suggestions according to their own actual situation to implement teaching activities and promote students' development towards the objectives. Evaluation suggestions, on the other hand, suggest points for testing the extent to which the standards have been achieved. In short, the four aspects of objectives, contents, learning styles and evaluation constitute the complete process of art teaching. Description of the Modeling and Expression Area of Study The "Modeling and Expression" area of study refers to the use of a variety of materials and tools to experience the joy of modeling and to express emotions and ideas. Modeling is a concept with a broad meaning, but in this area of study it refers to the creative activity of creating a visual image by means of depiction, sculpture, topography, and other means and methods. Expression, on the other hand, is the process of communicating ideas, emotions, and meanings through art creation activities. Modeling and expression are two aspects of art creative activities; modeling is the basis of expression, and expression is realized through the process and result of modeling. This learning area emphasizes feelings, experiences and playfulness in the early grades, where seeing, drawing, doing and playing are integrated, blurring the boundaries of disciplines. As students grow older and deepen their learning, the contours of art knowledge will gradually and moderately emerge. Through the learning activities in the field of "modeling and expression", students should achieve the following goals: First, to know and understand the basic elements of modeling such as line, shape, color, space, light and darkness, texture, etc., and to be able to use the organizing principles of symmetry and equilibrium, rhythm and rhyme, contrast and harmony, variety and unity to carry out modeling activities, and to stimulate the imagination and the sense of creativity. Secondly, through exploring and experimenting with various art media, techniques and production processes, they develop artistic perception and modeling expression. Thirdly, to experience the fun of modeling activities and to develop a lasting interest in art learning. The "Modeling and Expression" Key Learning Area is designed to emphasize students' learning activities and to de-emphasize the tendency to over-emphasize the characteristics of the discipline. Instead of purely teaching knowledge and skills, this learning area is designed to be close to the physical and mental development of students at different ages and their actual level of art learning, and to encourage students to actively participate in modeling and expression activities. In the teaching process, students should be guided to actively search for and try different materials and explore various modeling methods; they should not only pay attention to the results of their art work, but also emphasize the process of participation and exploration in "modeling-expression" activities. 5 New Curriculum Standards for Primary School Art Design-Application Learning Area Description "Design-Application" refers to the learning area of using certain materials and means to design and make artworks for certain purposes and uses, to convey and communicate information, to beautify life and the environment, and to cultivate design consciousness and practical skills. The term "design" in this Key Learning Area includes the basics of modern design and traditional crafts that are relevant to students' lives. Through the learning activities in the "Design - Application" area, students are expected to achieve the following objectives: Firstly, to understand the design concept of "putting things to use", and to apply basic knowledge and methods of design and craftsmanship to carry out purposeful creativity, design and production, and to develop a sense of innovation and creativity. Secondly, they will feel the characteristics of various materials, rationally utilize a variety of materials and tools to carry out production activities, and improve their hands-on ability. Thirdly, to understand the beauty of art forms and its unity with design functions, to improve the ability to evaluate the aesthetics of living objects and one's own surroundings, and to stimulate the desire to beautify one's life. Fourthly, they will develop the behavioral habit of anticipation and planning, as well as the attitude of patience, meticulousness and perseverance. The main purpose of setting up the "Design and Application" learning area in the compulsory education stage is to cultivate students' awareness of design and improve their hands-on skills. Therefore, in the teaching of this learning area, we should follow the law of cognitive development of students, start from the actual situation of students, and avoid the tendency of specialization of subject knowledge. The choice of teaching content should be close to the students' real life, contact with society, strengthen the fun, application, so that students always maintain a strong interest in learning and desire to create. Appreciation-Commentary Learning Area Description "Appreciation-Commentary" refers to the learning area in which students appreciate and comment on the visual world of natural beauty and works of art, and gradually develop an aesthetic interest and improve their ability to appreciate art. In addition to acquiring aesthetic feelings through appreciation, students express their feelings, knowledge and understanding of the visual world, such as natural beauty and works of art, in language and writing. Through the learning activities in the field of "Appreciation and Commentary", students should achieve the following goals: First, to stimulate the interest in participating in the activities of "Appreciation and Commentary", to learn to appreciate and recognize the material, form and content characteristics of natural beauty and art works from various angles, and to understand the development of Chinese and foreign art. Secondly, they will gradually improve their visual perception ability, master the basic methods of expressing their feelings and understanding by using language, words and forms, form healthy aesthetic interests and develop aesthetic ability. Third, to gradually develop an attitude of respecting civilization, cherishing excellent national art and cultural heritage, and respecting the multiculturalism of the world. The teaching of "Appreciation and Commentary" learning area should pay attention to the active participation of students, try to stimulate the subjective spirit of students, overcome the drawbacks of the teacher's narration in the past, and actively explore the diversification of teaching methods. At the same time, focusing on cultivating students to master the most basic methods of art appreciation, and constantly improve students' ability to appreciate and comment, and as the main basis for teaching evaluation. It should be noted that commenting is not an unattainable behavior, and there are various ways to do it, with different degrees (for example, students talking about art together is a way of commenting), and every student can make his or her own comment on the visual world such as natural beauty and art works. "Appreciation-Review" instruction can also utilize local cultural resources to enable students to better understand the relationship between art and society, art and history, and art and culture, and to cultivate the humanistic spirit. Description of the Integrative-Exploratory Learning Area The Integrative-Exploratory Learning Area refers to the art learning area that guides students to actively explore, research, create, and synthesize problem solving through comprehensive art activities. It is divided into three levels: (1) integration of the various learning areas of art ("modeling-expression," "design-application," and "appreciation-commentary"); (2) integration of art with other disciplines; and (3) connection between art and the real world. There are different degrees of crossover or overlap between the three levels. Through the learning activities in the field of "synthesis and exploration", students should achieve the following goals: First, to understand the differences and connections between art and other disciplines, to learn to flexibly use the knowledge of various disciplines to design exploratory activities, to carry out exploratory and comprehensive art activities, and to publish them in various forms. Second, to recognize the close relationship between art and life, and to develop comprehensive problem-solving skills. Thirdly, to broaden the horizons, expand the space of imagination, stimulate the desire to explore unknown fields, and experience the pleasure and success of inquiry. Teaching in the "Integrated-Exploration" learning area requires teachers to look for the connection points between various categories of art, art and other subjects, and art and the real world, and to design a rich and colorful curriculum in the "Integrated-Exploration" area. In the teaching process, special attention should be paid to the student-oriented seminars and explorations, guiding students to actively explore art and other disciplines, with the social life of the combination of methods, interdisciplinary learning activities.