How to realize the integrated development of artistic ability and humanistic quality

"Humanity" is an ancient and fashionable word. The successful experiences of many scientists and other great men fully show that to be a man with great achievements is inseparable from his humanistic quality. 14 ~ 16 century, there was a renaissance movement in the west, and the banner of this movement was humanism. Moreover, from the source of this word, humanism is human nature, corresponding to humanists in English. However, in the daily art teaching process, we often find that students can't feel the beauty of nature and art, lack interest, curiosity and desire to explore things, feel a sense of accomplishment and self-esteem, and feel affection and humanity, all of which are related to the lack of humanity in education.

1 Give full play to the humanistic characteristics of art courses

In the 20th century, Mr. Cai Yuanpei advocated moral education, intellectual education, physical education and aesthetic education, and profoundly pointed out that aesthetic education has the function of purifying people's minds and improving people's quality. Today, with the curriculum reform vigorously promoted, the Art Curriculum Standard has made it clear that "the art curriculum is humanistic". The new curriculum standard defines the basic nature of art education as humanism, which fundamentally changes the emphasis of art education on the all-round development of people, fully embodies the humanistic care for students, and walks out of the old misunderstanding that art education focuses on the cultivation of single skills. A remarkable feature of the content of the new textbook is its remarkable humanism, which permeates art knowledge into three kinds of humanistic themes: man, man and society, man and nature, which not only maintains the logical system of art learning from shallow to deep, but also compiles around humanistic themes. For example, the study of the unit "The Third Lesson-Oasis" in the second volume of the seventh grade allows students to appreciate the paintings and realize the importance of environmental protection to human beings. The organic combination of humanistic theme and knowledge and skills aims to restore the learning of artistic knowledge and skills to a complete and wonderful combination of art and humanities, so that students can study in a relaxed and happy atmosphere. Therefore, art education plays a unique, important and positive role in the development of people's humanistic quality.

2 Mining the humanistic connotation of art teaching materials

Art teaching is the direct form of aesthetic education and the first step to cultivate humanistic spirit. Art can directly imitate real life and natural things, and vividly reproduce various social life scenes and natural scenes of history, reality and future; Art expresses the beauty and ugliness of the objective world and the author's aesthetic consciousness through tangible concrete images, static concise pictures and artistic modeling, and gives the audience aesthetic understanding, education and infection. Two kinds of example works "near" and "far" from students are widely used in art teaching materials. "Closer" works refer to the pictures of students' works and activities selected in the teaching materials, which are well received by students and make them feel cordial. "Far" works refer to the selection of classic works from ancient and modern times, at home and abroad as objects of appreciation, so that the classic cultural heritage of the East and the West can become cultural nutrients for students' growth. Appreciating the masterpieces helps students to communicate their personal feelings with the feelings of all mankind, their personal experiences with the experiences of all mankind, and improve their personal cognitive ability and innovative ability. If "near" works arouse students' cordial humanistic feelings and awaken their creative confidence, desire and demand, then "far" works cultivate students' healthy and noble artistic taste, and respect the diversity of world art while loving and promoting local art. These two kinds of works play different and important roles in the development of students' artistic ability and humanistic quality, and they complement each other.

3. Cultivating students' humanistic quality in art teaching

Art course is humanistic, which determines that art classroom teaching must follow some new teaching principles and adopt some new teaching strategies, so as to truly implement humanistic education and cultivate students' humanistic quality through art education and teaching. Combined with the characteristics of humanistic spirit, I explored the following ways:

3. 1 adopt diversified classroom organization structure and skillfully design teaching activities. The core of humanistic education teaching thought is humanization, that is, learner-centered. This learner-centered teaching leaves the right of self-realization to learners. Therefore, art classroom teaching should not be programmed and modeled, forming a fixed routine, and art classroom teaching embodying humanistic spirit should have diversified organizational forms. In actual teaching activities, the following teaching strategies can be adopted: ① Cooperative teaching. Good cooperative attitude and spirit are important contents of humanistic spirit. In fact, almost all the achievements of human civilization are by no means the result of individual efforts. In art class, letting students cooperate with each other in painting, design and decoration can make individuals reflect on each other in active cooperation and communication, which is conducive to cultivating students' awareness of cooperation, humility and civilization. For example, in the unit "Lesson 3-Colorful Household Appliances" in the first volume of Grade 8, I organized students to design a household appliance in groups. In the activity, each student is required to bear certain responsibilities and obligations, actively support and trust each other, actively communicate and exchange ideas, and successfully complete the task of collective learning. Students move each other's hearts in group communication activities and express each other's feelings and humanistic pursuits. ② Game teaching. "Game" is human nature and one of the freest states. Game teaching is pleasant and interesting, which accords with students' age and physical and mental characteristics. Its lively form is conducive to enlivening the classroom atmosphere. For example, when I was designing the flow of the lesson My Story, the first volume of the seventh grade, in order to break through the difficulties in creating cartoon characters, I arranged a small game: several representatives of one group drew characters with different shapes on the blackboard, and the students of the other group added facial features and expressions to the corresponding shapes. Although it is only a small link, it makes students immediately integrate into the learning situation, stimulates interest and enlivens the atmosphere, and it is not difficult to experience the creation of an anime character! However, gamification teaching requires teachers to carefully design game forms and set clear teaching objectives, and can not become a mere formality in order to simply pursue the formation of learners' intrinsic learning motivation, which reduces the discipline of art courses. In addition, the teacher is the leader of teaching and the participant of the game. Teachers' activities and equal communication as much as possible can promote the construction of humanistic spirit of teachers and students. ③ Rational use of multimedia teaching methods. Multimedia courseware can not only effectively combine sound, pictures and other images scientifically (which in itself reflects the comprehensiveness of art), enhance the stimulation to people's senses, but also increase the sources of information, stimulate students' interest in learning and deepen the influence on students' thoughts, emotions and behaviors. For example, in our Olympic Games class, I selected a large number of related logo design pictures and music materials in the multimedia courseware, which aroused students' interest and gained a lot of extracurricular knowledge. This form is faster and more obvious than traditional media.

3.2 Create a good and harmonious atmosphere of humanities teaching. Humanistic education should aim at shaping "all-round and free development" people. Art is a science related to "soul". Without a good and harmonious educational atmosphere, there will be no freedom of thought, and there will be no construction of aesthetic psychological structure centered on artistic creation and appreciation. The cultivation of innovative spirit and ability is empty talk.