Teaching strategy of folk art in primary school art curriculum
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i11.3225
Abstract
Folk art, with its colorful forms and popular foundation, plays an important role in inheriting and developing traditional culture. This article collects, analyzes, and organizes relevant literature on folk art, and explores teaching strategies for folk art in primary school art courses based on the current status of teaching research. Efficient teaching strategies not only help improve classroom efficiency, but also enrich students' learning experience. This article mainly focuses on unit based teaching of appreciation, painting, and production as well as the consistency of teaching, learning, and evaluation, and explores innovative teaching strategies in learning, imitation, and transformation, aiming to cultivate students' aesthetic creativity through teaching strategies.
Keywords
folk art; primary school; curriculum; teaching strategy
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[1] The Ministry of Education of China. 2022. Compulsory Education Standards for Art Curriculum (2022 edition). Beijing: Beijing Normal University Press, 4.
[2] Zong BH. 1981. Aesthetic Walks. Shanghai: Shanghai People;s Publishing House, 24
[3] Zhang YY. 2018. When Art Courses Encounter "Intangible Cultural Heritage". Chongqing: Southwest Normal University Press, 126.
[4] Cui YR. 2019. Subject core literacy calls for large unit teaching design. Shanghai Education and Scientific Research, 4: 1.
[2] Zong BH. 1981. Aesthetic Walks. Shanghai: Shanghai People;s Publishing House, 24
[3] Zhang YY. 2018. When Art Courses Encounter "Intangible Cultural Heritage". Chongqing: Southwest Normal University Press, 126.
[4] Cui YR. 2019. Subject core literacy calls for large unit teaching design. Shanghai Education and Scientific Research, 4: 1.
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