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Frontiers in Educational Research, 2023, 6(5); doi: 10.25236/FER.2023.060504.

A Study on the Teaching of Secondary School Students' Creative Ability Cultivation under the Core Literacy of Art


Wang Siya

Corresponding Author:
Wang Siya

Tian Jiabing College of Education, China Three Gorges University, Yichang, Hubei, 443000, China


The concept of the new curriculum reform is that in middle school art education, students should be cultivated in art core literacy. Therefore, in the teaching process of art subjects, teachers should take the cultivation of core literacy as a major teaching goal and develop a series of effective countermeasures to meet the growth and development needs of middle school students, so as to realize the cultivation of core literacy. As art education is the main site for cultivating students' creative abilities, it is especially important to cultivate core qualities for secondary school students during the period of forming creative consciousness, practical spirit and scientific literacy. The rate of advancement caused by exam-oriented education in China has become a stumbling block to the development of China. Therefore, it is necessary and urgent to strengthen the research and discussion on art classroom teaching. However, in terms of the current art education practice, there are still a series of problems. Based on the goal of secondary school art teaching, this paper focuses on the core art literacy that students should have. This paper analyzes the problems that exist in current secondary school art teaching and discusses how to achieve core literacy in secondary school art classroom teaching, responding to the teaching goal of educating people through aesthetic education, which can help students' overall development.


Secondary school art, Core literacy, Creative abilities

Cite This Paper

Wang Siya. A Study on the Teaching of Secondary School Students' Creative Ability Cultivation under the Core Literacy of Art. Frontiers in Educational Research (2023) Vol. 6, Issue 5: 16-21. https://doi.org/10.25236/FER.2023.060504.


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