The British experiential approach to teaching－r51due

下面为大家整理一篇优秀的essay代写范文- The British experiential approach to teaching，供大家参考学习，这篇论文讨论了英国的体验式教学方法。英国艺术设计教育独具特色，尤其注重学习过程中的体验和探索以及实践和创新。在欧洲的各个博物馆、美术馆，经常可以看到正在上美术课的学生。学生在美术馆里的课堂上始终处于轻松愉快的氛围当中，思维也处于一种开放性的、活跃的状态。这种在美术馆里上课的方式是最理想的艺术教育形式，学生的审美得到了潜移默化的熏陶和培养，逐渐树立起正确的审美观念和健康的审美情趣。

British art and design education has its own characteristics, focusing on experience and exploration as well as practice and innovation in the learning process.

In European museums and art galleries, it is common to see students having art classes. Students are always in a relaxed and happy atmosphere in class in the art gallery, and their thinking is also in an open and active state. This way of teaching in the art gallery is the most ideal form of art education. Students' aesthetic appreciation has been influenced and cultivated subtly, and the correct aesthetic concept and healthy aesthetic taste have been gradually established.

In 1922, CAI yuanpei discussed the methods of aesthetic education implementation and related problems in the article "methods of aesthetic education implementation", and divided aesthetic education implementation into three parts: family education, school education and social education. These three parts run through each other and complement each other, forming a complete flow chart of aesthetic education.

Students usually sit on the ground in an art gallery or museum, listening to their teacher describe the story behind the artwork or the characteristics of its creation. Some art galleries also provide some corresponding models or teaching AIDS for students to touch and assemble with their own hands, which is helpful for students to understand the structural relationship of art works more concretely. Appreciation goes hand in hand with creation. Teachers usually organize and guide students to think about and expand discussion on problems according to the course content. History, geography and other disciplines can be integrated into artistic creation. In this process, the teacher guides the students step by step to accept the new content, express their feelings, and continue to extracurricular learning and thinking. Students can constantly accept new content, new ideas, burst out the spark of creativity.

Published in 1795, Schiller's aesthetic education letters, is the first in the history of western systematic exposition of aesthetic theory, first proposed the concept of "aesthetic education", aesthetic education is through the people's aesthetic image, cultivate emotion of beauty and purity of mind, in order to achieve the full freedom and harmonious development of human beings. The author's bold creativity, rigorous thinking and tentative innovation are accumulated gradually in the process of his observation and experience.

British art education does not pay too much attention to painting skills, in contrast to pay more attention to students' creative thinking and personality expression. Does not require the technical drawing ability, and requires the student to see, think, do more, more attention to the student art learning process rather than the result. When doing design tutoring, teachers do not limit the topic and expression, very respect students' ideas, encourage students to break through their own conventional creative mode, through various forms of experiments, open the idea and deepen the design. In the process of teaching, teachers encourage students to break through the conventional creative mode and try a variety of possibilities, so that the design scheme gradually takes shape in the process of thinking, constantly optimizes, and finally forms the scheme. This reflects the freedom and preciseness of British art design education and teaching.

Students are the main body of learning, the teaching focus is to develop students' independent learning ability and research ability, focusing on how to guide students to learn effectively, let students master the method of learning. In this process, teachers respect students' individual wishes and support their individual expression, let students think independently and solve questions in practice, improve their thinking mode and improve their research ability in the process of repeatedly asking questions for evidence.

The main purpose of teaching is to cultivate students' learning initiative and exploration spirit, especially to improve students' ability of attention, observation, imagination and other aspects, so that students' learning initiative becomes stronger, and they clearly know what they want to learn and how to obtain knowledge. British teachers do not require students to have sketches with painting skills, nor do they pay much attention to how perfect students' skills are. Instead, they focus on stimulating students' interest and encouraging them to try again and again to break through their regular creative modes. Try to perfect the form of conception and expression through various and even outlandish methods. Teaching methods are orderly and flexible, highlighting the characteristics of "learning by doing, learning by doing" in art design teaching, reflecting the freedom and rigor of art design education. Under this mode of education, students cover a wide range of subjects, improve their independent research ability and comprehensive application ability, and have a clear idea of future development plans.

There is a good art atmosphere in the art gallery, and students can appreciate the art works closely, which is conducive to students' deeper understanding of art and teachers' better teaching. In teaching practice, teachers should integrate the resources of social education, which can solve the problem of single teaching content and teaching methods, provide students with different new perspectives and multi-dimensional information guidance, and make practical training more specific and in-depth. China's art design education and teaching should continue and improve the double-track teaching form from static teaching to static and dynamic comprehensive teaching mode. Practice in design, then reflect and deepen design from practice. In this process, attention is paid to the cultivation of students' practical ability and innovation ability, so that students can take the initiative to acquire knowledge and become knowledge explorers.

The British experiential teaching method can imperceptibly cultivate students' ability to appreciate and create beauty, which will have a positive and far-reaching impact on the future art education and teaching in our country. Through the analysis of the teaching form of art in Britain and the study of design courses in British universities, we have a clearer understanding of art design teaching and a deeper thinking. Based on the actual situation of our country, this paper explores some inspirations that are beneficial to the construction and development of art discipline in our country, so as to promote the optimization and perfection of the education and teaching of art design specialty in our country.

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