The status of art education in rural elementary school [test on the status of art education in rural areas and the status of the thinking]

I. The status and position of art education in rural secondary schools First of all, due to the influence of long-term exam-oriented education and the local education administrative departments and school leaders to the differences in the understanding of art education, art classes have almost become the so-called "main subjects" of the other mobile position, art teachers, therefore, corresponding to the education zone in the "marginalized" people, in order to pursue higher education rates, squeeze out the art class, part of the secondary school art education is known as "marginalized" people. "Marginalization" of the population, in pursuit of higher education rates, squeeze out the art class, part of the secondary school art education in name but not in fact, is to open the art class in some schools, but also because of the lack of the necessary examination, assessment system, the existence of a teacher to teach a good or bad, students learn a good or bad, the same problem, the quality of education is rarely asked about the quality of few people, thus The quality of education is seldom questioned, thus making the art class a mere formality.

Secondly, due to the educational managers backward educational awareness, understanding is not in place and lead to rural art education is trapped in the entire secondary education in an embarrassing position, these managers are often graduates of the 1980s of the last century, that period of neglect of aesthetic education ultimately to the present educational process. In the ideological understanding of many people, it is believed that art is painting, a technique, and does not realize the importance of art education. Students should develop morally, intellectually, physically, aesthetically and laboriously in an all-round way, among which there is the requirement of aesthetic education. However, most of the leaders have neglected the requirement of "aesthetics", and they even do not know the significance of "aesthetics", and they only emphasize the education of "intellect". They only emphasize "intellectual" education. Therefore, in the development of policies and measures, teaching funding and teaching facilities, teachers and other aspects of the construction of the more talk about support, so that art education is struggling.

Once again, the students' parents of the idea of quick success is also an important factor affecting the rural secondary art education. Due to the influence of the education selection system, rural parents are forced to change the status quo and not let the next generation also repeat the same sunrise and sunset farming life, eager to hope that their children through the university to change the status quo, to realize the desire to escape from poverty and become rich. As a result, parents do not attach importance to art as a subject, and students also give up learning this subject due to pressure from all sides.

The role of art education in the personal growth of secondary school students

First of all, the teaching process of the art discipline itself allows students to benefit from the experience of art at the same time. Dr. Cole said: "Young people need an outlet for their emotional interests and their desire for self-expression, and because they often need to adjust themselves to society, they can't help but bear considerable pressure." The discipline of art is characterized by its ease of access and participation. There are no specific limits to the tools, or even rules to follow. Secondary school art practice as a channel of emotional expression, to provide students with a channel to vent their feelings, reduce the pressure of learning and life, while opening up a new window for students to understand the world, so that this special period of time to teach the group to learn and live more happily.

Secondly, art teaching stimulates students' creative ability. The teaching content of secondary school art subject is mostly art practice courses. In the process of art practice, students create various works of art through various media in their hands, and in these practical processes, students open up the way of thinking, improve the spirit of innovation, and create a new landscape for learning and life.

Once again, the importance of art in today's society determines its importance in art education in secondary school. In today's society, the development of art has become an important indicator of the degree of social development. In today's material life has been basically satisfied, people began to pursue more spiritual experience. As a kind of art, art has an important position in today's society. As a technical subject, art has a wide range of applications in today's society. This nature also determines that art education in secondary school occupies an important position in art education.

Three, based on the status quo, comprehensively enhance and give full play to the disciplinary advantages of rural art education, and cultivate qualified personnel

(a) change the concept of reflection and abandonment, so that art teaching from closed to open.

Over the years, rural primary art education by the traditional concept of confinement, coupled with the backward sense of education management, the teacher force is insufficient, and the corresponding teaching facilities are backward, so that this old traditional teaching mode is still with the new curriculum under the teaching mode of each other, and to a large extent affects the implementation of the new curriculum reform. Secondary art education is an important part of the implementation of quality education, which plays an inestimable role in cultivating students' comprehensive quality and innovation ability. Of course, the traditional art teaching mode has its reasonable content and successful experience, but it lacks openness and pays too much attention to mechanized imitation; we should learn the essence of traditional teaching and eliminate the dregs that are contrary to the concept of the new curriculum reform. We realize that a humanistic art classroom should be obliged to open the door to life for students, so that students' art learning can move from closure to openness, grafting life into painting, integrating painting into life, and interpreting textbooks with life. Therefore, art teachers should strive to go out of the classroom, so that students broaden their horizons, experience life, guide students *** with the completion of the learning process of integrating resources, so that students in an open situation to experience the fun of art, experience art to bring the charm of life, experience the joy of successful learning.

(2) Strengthen teachers, improve conditions, and release the vitality of art teachers.

Rural primary and secondary school teachers are relatively weak, and most of them are part-time, so the school should strengthen the construction of art teachers, and grasp the training of teachers. Training can give full play to the driving role of teachers with strong business skills, through the "go out, please come in" and other channels to improve the teachers' art literacy. In addition, teachers should be encouraged to sum up experience, combined with the actual situation of the region, mining local culture, homemade local teaching materials, mobilize all the positive factors, with a scientific attitude and entrepreneurial spirit to study the problems faced by art education, and comprehensively carry out a variety of characteristics of the local teaching.

In rural areas, it is unlikely that students will be able to get all the art supplies they need, but they can make some of them "rich" first. Some students' parents attach great importance to their children's training, education and investment in the meaning of relatively strong, to seize the parents of this psychological, you can do ideological work to the parents, for children to buy a good bit of art school supplies as a way to drive the progress of other students in the class. Of course, the teaching content can not be all-encompassing, it should be adapted to the local conditions to make some adjustments, to play the advantages of their own resources in rural areas.

In short, in order to change the status quo of rural art education also requires the efforts of many people, education administrators to raise awareness at the same time as the government and parental support, student understanding. In this way to achieve the "new curriculum" formulated "to establish the evaluation system to promote the development of all aspects of the student". Rural art education can have a broader road.