"persevere, the rotten wood will not break; Perseverance, the stone can be traced. " Xun Kuang's famous saying is about people's willpower. What is the relationship between willpower and art education? How to cultivate students' willpower in art education? It is a problem worth discussing in art education. First, the relationship between willpower training and art education In art education, students can master the shape of objects as a whole, accurately judge the size ratio of objects, the relationship between light and shade and spatial expression, etc., which are all necessary special abilities for painting activities. The formation and development of students' painting ability and the study and mastery of art techniques are inseparable from the participation of a series of psychological factors. The process of art learning is also the process of coordinating related psychological factors to form special abilities. Among many psychological factors, except for intelligence factors such as observation, thinking, memory and imagination, will, a non-intelligence factor, plays an extremely important role in the coordinated movement of psychological factors. Second, in art education, the performance psychology of students' willpower holds that will is a psychological process in which people consciously determine their goals, control and adjust activities according to their goals, and overcome difficulties, so as to achieve their predetermined goals. Willpower is a personal characteristic in the process of will, which refers to both the characteristics of will quality in people's personality and the degree of people's conscious efforts to achieve a set goal. The strength and weakness of will can be observed in students' actions in art teaching activities. His will behavior mainly shows three characteristics; First, people's will and actions are conscious and purposeful, and middle school students are conscious or blind in determining the purpose and motivation of learning art; Secondly, people's will and behavior are always associated with overcoming difficulties, and middle school students' persistence or weakness in dealing with the difficulties of external environment and their own conditions; Thirdly, people's will behavior is based on random actions, and middle school students can master whether random actions are controlled by will when performing tasks and plans of art study. Third, cultivating willpower in art education Generally speaking, there are three basic factors interacting with each other in the process of people's physical and mental development, which are heredity, environment and education. It is by relying on these genetic factors and under the influence of environment and education that human beings can learn more complicated cultural and scientific knowledge, cultivate rich thoughts and feelings and carry out various creative activities. People's development does not depend on genetic quality, but on certain social environment and education. Compared with environment and education, education plays a leading role in human development. As far as art education is concerned, it is a purposeful, planned and organized process of systematic influence, which can make full use of the positive factors in heredity and environment to overcome those negative factors and achieve the ultimate goal of art education. The development of middle school students' will is still in an imperfect and unstable state, which provides educational opportunities for the cultivation of willpower in art education. According to the four aspects of the characteristics of middle school students' willpower development and the age characteristics of middle school students, art education can formulate educational principles and methods to cultivate students' willpower from various channels and make it serve to improve the quality of art education. 1. Establish a correct outlook on life and set a realistic goal. From the age characteristics of middle school students, their close-up motivation is dominant. When carrying out the task of art study, what I think most is how to learn art knowledge, how to master art techniques and how to finish the task on time, but I seldom think about the significance of completing the task. Therefore, in normal times, it is mostly close-range motivation, that is, short-term goals and expectations, which plays a promoting role for students. According to the development characteristics of middle school students' will, it is very necessary to educate students to establish a correct outlook on life and set a realistic goal in art education. Because the willpower inspired by the correct outlook on life not only guides people to determine the goal of action firmly and decisively, but also enables people to work tirelessly to achieve the goal. Although some egoists can develop their willpower to a certain extent, their willpower quality can never reach a perfect height. According to the follow-up survey of middle school students by relevant experts, it is found that middle school students are determined to be in the second grade at the earliest. From the second grade to the first year of high school, it can be said that it is the key age for middle school students to establish their ideals and aspire to become talents. Its characteristics are as follows: The established ideal career is no longer based on simple feelings, but more importantly from the perspective of responsibility. Vocational high school students not only have the characteristics of ordinary middle school students, but also have the characteristics of facing employment in vocational education. Therefore, on the one hand, from the perspective of outlook on life and sense of responsibility, they are required to bear in mind four words at the beginning of their life journey: "beneficial and effective". "Beneficial", that is, to determine the lofty ideal beneficial to the people; "Effective" means putting lofty ideals on concrete and effective goals. Secondly, lead them into society, get in touch with society, and educate and inspire them from rich social education textbooks. During a visit to Mentougou women's handicraft production exhibition, our students wrote votes for their favorite works while visiting. The staff of the exhibition told the students some touching stories in the exhibition: the paper-cutting themes of the 7-year-old people are diverse and strive for perfection in art. The large-scale root carving made by the elderly in their sixties is magnificent, which shows the hardships that the elderly have paid in pursuing art. In particular, the insoles made by a one-armed young woman in her twenties have greatly shaken the students, and she has worked hard and pursued a better life. Many students wrote down this number on the ballot paper. After returning to school, let the students write their feelings. In addition, through holding art exhibitions and making handicrafts for craft factories, students' determination to overcome difficulties has been greatly promoted, their confidence in success has been strengthened and their goals have been set. 2. Use collective social practice activities to hone willpower. In art education, teachers not only create an atmosphere of collective social practice activities, but also deliberately create some difficulties, and put forward requirements for students to hone their willpower when they are in difficulties, so that students must have subjective requirements for exercising their willpower. Last summer, when I was beautifying the neighborhood for the neighborhood Committee, I consciously chose the weather with very high temperature and brought all my classmates to the scene to paint murals for the neighborhood Committee. The class is divided into several groups, and everyone has a specific division of labor. Put forward the requirements for students to insist on painting and temper their will in hot weather. I went back to school to make a summary and praised the students who insisted on painting in the very high temperature. Mentougou TV station also made a live report on this, praising our students' spirit of serving the society and not being afraid of hardship. The students are very educated. I often take them to paint landscapes in bad weather to hone their will. The education of establishing a correct outlook on life and determining the goal of starting from reality is better than the persuasion education, which is the basis for students to form good will quality. Making students know what to do and why to do it is not just a cognitive process, but a practical process is needed to turn this understanding into ideological quality and moral behavior, so that words and deeds can be consistent. In art education, teachers create necessary environmental conditions and put forward clear requirements for students, so that students can complete it in the process of overcoming certain difficulties. In this process, students gradually experience moral will, and then become beliefs, behaviors and habits. The actual exercise can be divided into two types: collective exercise and individual exercise. Collective social practice is the most effective, because each student adapts to and abides by the collective norms and disciplines, that is, the process of adjusting his actions according to objective requirements. The role of the collective not only constitutes the behavioral goals that the collective members must achieve, but also is the force to push the members to complete the tasks. Collective public opinion, collective praise, praise and criticism of its members' merits and demerits are also great spiritual motivation to inspire everyone to overcome difficulties and realize will behavior; The exemplary role of outstanding members in the collective can help people overcome difficulties and complete necessary actions. 3. Pay attention to individual differences in the cultivation of willpower. Senior high school students tend to mature physically and psychologically. During this period, due to the deepening of learning content, their intelligence has gradually reached the level of adults, and they have distinct independence and consciousness. This is the psychological similarity of senior high school students. However, the basic structure of will quality and its differences in individuals show the following individual differences; Differences in consciousness, decisiveness, self-control and tenacity. Consciousness shows the difference between consciousness and suggestibility and arbitrariness, decisiveness shows the difference between decisiveness and indecision and rashness, and self-control shows the difference between strong and weak; There are differences in tenacity, perseverance and obstinacy. In view of the individual differences of middle school students' willpower, we should teach students in accordance with their aptitude and cultivate their willpower in different ways according to their age characteristics and individual differences in art education. For students who are blind and implied in action, give them periodic goals, strengthen the education of purpose motivation, and cultivate purpose, consciousness and responsibility; For students who are indecisive and reckless, analyze in painting and sketch, point out problems, give strict advice, and cultivate the qualities of boldness, decisiveness, calmness and patience; For students who lack self-confidence, are depressed and have a strong sense of inferiority, actively look for their advantages and give encouragement. Use positive induction method to fully mobilize enthusiasm, enhance self-confidence and improve self-control and adjustment ability;