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1、1High school art appreciation class to fill the need of supply and demandIn school education, people-centered thinking on education decisions for students in the learning process in the dominant position, which means that educators should respect the wishes and needs of the students on the basis of
2、guiding their own learning, teachers must understand the students why the status quo, supplemented by the need for the request. At present, high school students are in active thinking, intellectual curiosity, strong, quick acceptance period, subject knowledge structure is relatively sound. Increase
3、with age and understanding of capabilities, the gradual 2appreciation of the art had a great interest in the activities. This interest to achieve good educational results are very favorable factors. However, we should also see clearly that a persons ability to improve the aesthetic is not the growth
4、 of age, intellectual ability to understand the development and enhancement of the upward trend. Because there are still many students who enjoy learning about art unfavorable factors. Leaving aside social constraints do not speak on the students independent ability on the following problems: First,
5、 the majority of the students knowledge and understanding of arts and master degree, whether it is systemic or broad nature, are far from being able to meet the needs of appreciation will not be able to make the work linked up with their cultural context. Appreciate the art work, you need to appreci
6、ate those who have been mobilizing their own with the works of a large number of related knowledge and experience. Such as: In appreciation of ancient Greek works of art, such as when do not know Greek mythology will not be able to understand the performance of 3its content; appreciate the works of
7、the Renaissance, if you do not understand the Middle Ages in Europe before the art style, you can not appreciate literature and art renaissance art of the humanistic spirit and content. Also, the students form analysis and understanding, as well as with the aesthetic creativity and other factors, wi
8、ll restrict the students to understand works of art, art appreciation and even affect learning. Of course, the cause of this situation, both the subjective reasons, there are objective reasons. On the one hand by the peoples consciousness and social causes, on the other hand, art is a huge and compl
9、ex subject, junior secondary students in recognition of the limited capacity in a limited time, can not and do not like the language learning From Rhetoric to the syntax systematic training, to high school not surprising that the above-mentioned phenomena. So enjoy the teaching in high school, teach
10、ers of these factors must be considered. Second, the students aesthetic habits and methods can 4not meet the aesthetic needs of works of art. Long time, because the students feel a lack of training in the language of art, their aesthetic attitude is not completely formed, the form of art! Form! Styl
11、e of a lack of recognition. They are used to describe the problem of using written language and content, in the treatment of fine art, we also always had the habit to enjoy. The result is the face of art works were not able to work the language into the form of emotional experience. For example, in
12、the works of Matisse and others in front of the screen they can not understand the strong and exaggerated colors and brush strokes are still trying to reproduce the characteristics of painting resemblance to understand works of literature and reading methods used to find the answer. This shows the d
13、iversity of students in art style, a lack of understanding on the other hand also shows that they appreciate the methodology has certain limitations. The existence of such aesthetic habit, resulting in a lack of students in the form of elements of the analysis of art works and works and experience t
14、he feeling of emotional factors, which led to aesthetic process can not completely be fully realized. If teachers are not to be guided to the students and to give 5help, they would be hurt the aesthetic interest, for the future of learning difficult. Third, the high school students are often shown i
15、n their appreciation of light-weight rational perceptual phenomenon. For example, in Miros work before they have no way says, let alone come to feel the appreciation of the pleasure. The surprise is that each primary face of the painting are Nengjiang Chu a very wonderful story. This can not explain
16、 our high school students in the arts re-imagination of extreme deprivation. They appreciate the good works that are often more accustomed to the use of rational thinking, or to analyze the rationality of the existence of the artistic image, while the lack of sense organs, and understand the use of forms of work to bring emotional and spiritual pleasure. This is not the use of emotional / appreciation of 0 is usually only stop at the surface will appreciate, but not to ap
