Pick petals up, and reveal what still lies in the shadows.
30% of high schools occupying aesthetic education courses, and 28.11% and 27.76% of junior middle school music and art "absence".
2.41% of teachers think that other subject teachers in their schools do not pay attention to aesthetic education courses.
Many primary and secondary schools do not have special art education classrooms, or the art education classrooms are not complete.
Art education is often not for all students, but for a few students "specialty education".
The number of aesthetic education teachers is relatively insufficient, the professional quality of teachers is not enough, which cannot meet the needs of fully opening aesthetic education courses.
In order to create favorable conditions for students to enter the university, some schools and parents one-sidedly strengthen the training of music and art skills, nearly ignoring to improve students' humanistic and aesthetic literacy.
From a regional perspective, the central and western regions of China are facing a shortage of compulsory education aesthetic teachers.
At present, art education in primary and secondary schools is mainly evaluated by scores. While this shows students their artistic level, it does not clearly reflect their actual aesthetic development.
In some regions, art teachers often face the awkward situation of “core subject teachers first” when it comes to class hours, pay, and professional development opportunities.
In primary and secondary schools, some students think that only those who don't study well in cultural courses can study art and be art-specialized students.
Drag your basket to our little E. coli painter and see how a new iris blossoms under his brush.
Click his idea to see how our project unfolds.
