If you persevere, the rotten wood will not break; if you persevere, the gold and stone will be linked together." How to cultivate students' willpower in art education is a question worthy of discussion. 1. The relationship between willpower cultivation and art education. In art education, students can grasp the shape of objects as a whole and accurately judge the size and proportion of objects and the relationship between light and dark. The relationship with spatial expression, etc., are all special abilities necessary for engaging in painting activities. The formation and development of students' painting abilities and the learning and mastering of art techniques are inseparable from the participation of a series of psychological factors, which is the process of art learning. The process of coordinating activities of psychological factors to form special abilities. Among many psychological factors, in addition to intellectual factors such as observation, thinking, memory, and imagination, the non-intellectual factor of will plays an extremely important role in the coordinated movement of psychological factors. 2. The expression of students' willpower in art education. Psychology believes that willpower is the psychological process in which people consciously determine their goals, control and adjust activities according to the goals, and overcome difficulties to achieve the predetermined goals. Personal characteristics refer not only to the quality of will in a person's personality, but also to the degree of people's conscious efforts to achieve a set goal. The strength or weakness of will can be observed in the actions of students during art teaching activities. Behavior mainly shows three characteristics; first, people's volitional actions are conscious and purposeful, and middle school students determine the purpose of learning art and the motivation for learning art consciously or blindly; secondly, people's volitional actions are always related to overcoming Difficulties are related to the persistence or weakness of middle school students in dealing with difficulties in the external environment and their own conditions; thirdly, human volitional behavior is based on random actions. Middle school students must master whether random actions are appropriate when performing art learning tasks and plans. Under the control of will, etc. 3. Cultivate willpower in art education. Generally speaking, there are three basic factors that interact with each other in the process of human physical and mental development. These three basic factors are heredity, environment and education. These genetic factors, under the influence of environment and education, enable people to learn relatively complex cultural and scientific knowledge, cultivate rich thoughts and feelings, and carry out various creative activities. Human development is not determined by genetic quality, but by a certain society. Environment and education. Compared with education, education plays a leading role in human development. In the case of art education, it is a process of systematic influence that is purposeful, planned and organized, and can make full use of genetics and environment. The factors that play a positive role in human development, overcome those negative factors, and achieve the ultimate goal of art education. The development of the will of middle school students is still in an imperfect and unstable state, which gives the willpower in art education. Cultivation provides opportunities for education. In view of the four aspects of the development characteristics of middle school students and the age characteristics of middle school students, art education can formulate educational principles and methods to cultivate students' willpower through various channels so that it can serve to improve the quality of art education. . 1. Establish a correct outlook on life and determine realistic goals. Judging from the age characteristics of middle school students, their short-term motivation dominates. When performing art learning tasks, what I think most about is how to learn art knowledge well, how to master art techniques, and how to complete the learning tasks on time, but rarely think about the significance of completing the task. Therefore, in normal times, most of the motivation is short-term motivation, that is, the near future. Sexual goals and expectations play a motivating role for students. In view of the will development characteristics of middle school students, in art education, it is very necessary to educate students to establish a correct outlook on life and determine goals based on reality. Because the willpower inspired by a correct outlook on life not only guides people to firmly and decisively determine the goals of action, but also enables people to work tirelessly to achieve their goals. Although some egoists can develop willpower to a certain extent, the quality of their will can never reach a perfect level. According to the follow-up survey of middle school students by relevant experts, it is found that the earliest middle school students set their aspirations is in the second grade of junior high school. From the second grade of junior high school to the first grade of high school, it can be said that the critical age for middle school students to establish their ideals and aspire to become talents.

Its characteristics are as follows: the ideal career established is no longer based on simple emotions, but more importantly, it is based on a sense 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 first required to keep in mind four words at the beginning of their life journey: "beneficial and effective" ". "Beneficial" means identifying lofty ideals that are beneficial to the people; "effective" means turning lofty ideals into concrete and effective goals. Secondly, lead them into society, get in touch with society, and educate and inspire them from rich social education teaching materials. During a visit to a women's handicraft exhibition in Mentougou District, our students wrote votes for their favorite works while visiting. Exhibition staff told the students some touching stories in the exhibition: the seventy-year-old man's paper-cutting has a variety of themes and he strives for excellence in art. The large-scale root carvings made by an old man in his sixties are majestic and show the hardships the old man has put into pursuing art. In particular, the insoles made by a one-armed young woman in her twenties shocked the students greatly. She put in hard work and pursuit of a better life in every stitch. Many students wrote this number down on their ballots. After returning to school, let the students write their reflections. In addition, through activities such as holding art exhibitions and producing crafts for craft factories, the students' determination to overcome difficulties has been greatly enhanced, their confidence in achieving success has been strengthened, and they have established their goals. 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 ask students to hone their willpower in times of difficulty. , so that students must have the subjective requirement to exercise their will. When I was beautifying a community for the neighborhood committee last summer, I consciously chose the very hot weather and brought the whole class to the scene to paint murals for the neighborhood committee. The class was divided into several groups, and each person had a specific division of labor. The students were asked to continue painting in the hot weather to hone their will. I went back to school for a summary and praised the students who persisted in painting even when the temperature was very high and were not afraid of difficulties. The Mentougou District TV station also made a live report on this event, praising the students of our school for serving the society and not being afraid of hardship. The students are well educated. We often take them to paint landscapes when the weather is bad to hone their will. Education that establishes a correct outlook on life and determines goals based on reality is better than persuasive education. This is the basis for students to form good will and quality. To enable students to understand what they should do and why they should do it, this is not just a process of understanding. To transform this understanding into conscious quality and moral behavior, a practical process is needed to make words and deeds consistent. In art education, teachers create necessary environmental conditions to put forward clear requirements to students, allowing students to complete them while overcoming certain difficulties. In this process, students gradually experience moral will, which then turns into beliefs, behaviors and habits. Actual exercise can be divided into two types: collective and individual. Collective social practice is the most effective, because the process of each student adapting to and abiding by the collective norms and disciplines is the process of adjusting his or her actions according to objective requirements. The role of the collective not only constitutes the behavioral goals that collective members must achieve, but also is the process of The power to promote members to complete tasks; the collective public opinion, the collective's praise, praise and criticism of its members' merits and demerits, is also a huge spiritual motivation to encourage everyone to overcome difficulties and achieve willful behavior; the role model of outstanding members of the collective can help People overcome difficulties and complete necessary actions. 3. Pay attention to individual differences in the cultivation of willpower. High school students are a period when students become physically and psychologically mature. During this period, due to the deepening of learning content, their intelligence gradually reaches the level of adults, and they have distinct independence and consciousness. sex. This is a unique psychological characteristic of high school students. However, the basic structure of will quality and its differences among individuals show individual differences in the following aspects: differences in consciousness, decisiveness, self-control, and perseverance.

In terms of self-consciousness, it shows the difference between self-consciousness, suggestibility and dogmatism; in terms of decisiveness, it shows the difference between decisiveness and indecisiveness and recklessness; in terms of self-control, it shows the difference between strong and weak self-control; in terms of tenacity, it shows the difference. Show the difference between perseverance, perseverance and stubbornness. In view of the individual differences in the willpower of middle school students, art education should teach students in accordance with their aptitude and use different methods to cultivate willpower according to age characteristics and individual differences. For students who are blind to action and suggestible, set stage goals for them, strengthen purpose-motivation education, and cultivate purpose, consciousness, and responsibility; for students who are indecisive, risk-taking, and rash, analyze and point out problems in painting and sketching, and strictly Provide guidance and cultivate the qualities of boldness, decisiveness, calmness and patience; actively seek out the strengths of students who lack self-confidence, feel depressed and have a strong sense of inferiority, and provide encouragement. Use positive induction methods to fully mobilize enthusiasm, enhance self-confidence, and improve self-control and regulation capabilities;