• Login
  • Register
  • Search

The integration value and teaching strategy of Contemporary Junior High School Art education and psychological education

Ronghao Sun


with the deepening of the reform of the new curriculum standard, the social masses gradually realize the importance and
inevitability of mental health education, and put forward stricter requirements for art teaching activities. At present, junior high school art
teachers need to timely change their teaching philosophy and teaching mode, and integrate psychological education in the actual teaching
process, so as to help junior high school students grow healthily. This paper mainly explores the relevant contents of junior high school art
education and psychological education, and provides theoretical support for junior high school teachers to carry out art teaching activities, so
as to continuously improve the effi ciency and quality of junior high school art teaching.


Junior high school art education; Psychological education; Teaching strategies

Full Text:


Included Database


[1] Art education: Middle/junior high school[M]. National Art Education Assn, 1972.

[2] Luehrman M. Art experiences and attitude toward art education: A descriptive study of Missouri public school principals[J]. Studies in Art Education,

2002, 43(3): 197-218.

[3] Szekely G, Bucknam J A. Art teaching: Elementary through middle school[M]. Routledge, 2013.

[4] O’Thearling S, Bickley-Green C A. Art education and at-risk youth: Enabling factors of visual expression[J]. Visual Arts Research, 1996: 20-25.

[5] Wang M. A Management Analysis of Art Education Situation for Middle School Students in China[J]. Journal of Education and Learning, 2022, 11(4):


[6] Day M, Hurwitz A. Children and their art: Art education for elementary and middle schools[M]. Cengage Learning, 2012.

[7] Gillies R M. The effects of cooperative learning on junior high school students’ behaviours, discourse and learning during a science-based learning

activity[J]. School Psychology International, 2008, 29(3): 328-347.

[8] Yogi Y, Kyan A. Psychological changes in anxiety, enjoyment, and value of learning in junior high school students learning judo[J]. Journal of Physical

Education and Sport, 2021, 21(4): 1676-1681.

[9] Trickett E J, Moos R H. Social environment of junior high and high school classrooms[J]. Journal of educational psychology, 1973, 65(1): 93.

[10] Ferrer‐Fons M, Rovira‐Martínez M, Soler‐i‐Martí R. Youth empowerment through arts education: A case study of a non‐formal education arts centre in

Barcelona[J]. Social Inclusion, 2022, 10(2): 85-94.

[11] Kohar D. Measuring the eff ectiveness of the brain-based learning model on the level of reading comprehension based on exposition reading structures in

junior high school[J]. Educational Sciences: Theory & Practice, 2022, 22(1): 78-89.

[12] Abreu R L, Audette L, Mitchell Y L, et al. LGBTQ student experiences in schools from 2009–2019: A systematic review of study characteristics and

recommendations for prevention and intervention in school psychology journals[J]. Psychology in the Schools, 2022, 59(1): 115-151.

[13] Utley J W, Sinclair H C, Nelson S, et al. Behavioral and psychological consequences of social identity-based aggressive victimization in high school

youth[J]. Self and Identity, 2022, 21(1): 61-85.

[14] Rashidovna Z E, Norboevna E M. Psychological Features of Learning in The Process of Education[J]. Eurasian Journal of Learning and Academic

Teaching, 2022, 4: 6-8.

[15] Parodi K B, Holt M K, Green J G, et al. Associations between school-related factors and mental health among transgender and gender diverse youth[J].

Journal of school psychology, 2022, 90: 135-149.

DOI: http://dx.doi.org/10.18686/modern-management-forum.v6i11.6632