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当前．在美术欣赏课中往往忽略了学生自主参与的过程,常常在上课开始出示作品后,便一讲到底,欣赏成了“讲赏”。有的时候在作品分析中老师往往坚持课本或自己认同的一种观点,通过不断的暗示、诱导,使学生抛弃自己的观点,步入教师铺设的标准轨道,完全不顾学生的反应．缺乏教师与学生间的交往。影响了学生的发展。那么,美术欣赏课究竟怎么上更适合学生的发展呢?笔者做了以下几方面的尝试:
current. In the course of art appreciation, students often neglect the process of autonomous participation. After the class begins to produce their works, they often talk about the appreciation and become “rewards.” Sometimes in the analysis of works, teachers tend to stick to a viewpoint of textbooks or their own identity. Through continuous suggestion and induction, students abandon their own viewpoints and enter the standard orbit of teachers, totally ignoring student reactions. Lack of teacher-student interaction. Affected the development of students. So, how art appreciation class is more suitable for the development of students? I made the following attempts: