Perseverance, rotten wood can't be carved; Perseverance, the stone can be traced back. "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. I. Relationship between willpower training and art education In art education, students can master the shape of objects as a whole, and accurately judge the size ratio, light and shade relationship and spatial expression of objects. These are the special abilities necessary for painting activities. The formation and development of students' painting ability and the learning and mastering of artistic techniques are inseparable from the participation of a series of psychological factors. The process of art learning is also a 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 psychology of students' willpower shows that willpower is a psychological process in which people consciously determine their own goals, control and adjust their activities according to the goals, and overcome difficulties, so as to achieve the predetermined goals. Willpower is a personal characteristic in the process of will, which not only refers to the characteristics of will quality in people's personality, but also refers to the degree of people's conscious efforts to achieve the set goals. In art teaching activities, we can observe the strength of will from students' actions. His will behavior mainly shows three characteristics; First, people's will and behavior are conscious and purposeful, and middle school students are conscious or blind when determining the purpose and motivation of learning art; Secondly, people's will and behavior are always linked to overcoming difficulties, and middle school students are persistent or weak in dealing with the difficulties of external environment and their own conditions; Thirdly, people's will behavior is based on random action, and middle school students can grasp whether random action is controlled by will when implementing the tasks and plans of art study. Third, the cultivation of willpower in art education Generally speaking, there are three basic factors that interact with each other in the process of people's physical and mental development, namely 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. Human development does not depend on genetic quality, but on a 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 systematic influence process, 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 will development of middle school students is still in an imperfect and unstable state, which provides educational opportunities for the cultivation of willpower in art education. According to the four characteristics of the development of middle school students' willpower 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 them serve to improve the quality of art education. 1. Establish a correct outlook on life and realistic goals. Judging from the age characteristics of middle school students, their close-up motivation is dominant. When carrying out the task of studying art, I think most about 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, it is usually short-distance motivation, that is, short-term goals and expectations, which promotes 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 realistic goals in art education. Because the willpower inspired by the correct outlook on life not only guides people to determine their action goals firmly and decisively, but also makes people make unremitting efforts to achieve them. Although the willpower of some egoists can develop to a certain extent, the quality of willpower will 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 the earliest to determine the second day of junior high school. From the second day of junior high school to the first day of senior 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 have both the characteristics of ordinary middle school students and the characteristics of vocational education oriented to employment. 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" means determining the lofty ideal that is beneficial to the people; "Effective" means putting lofty ideals on concrete and effective goals. Secondly, guide them into society, get in touch with society, and educate and inspire them from rich social education textbooks. When visiting the Mentougou Women's Handicraft Exhibition, our students voted for their favorite works during the visit. The staff of the exhibition told the students some touching stories in the exhibition: the 70-year-old man's paper-cut has various themes and strives for perfection in art, and the large-scale root carving made by the 60-year-old man is magnificent, showing the hardships the old man has made in pursuing art, especially the insole made by a one-armed young woman in her twenties, which greatly shocked the students. She worked hard and pursued a better life. Many students wrote this number on the ballot paper. After returning to school, let the students write down their feelings. In addition, by 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 established. 2. Use collective social practice to hone willpower. In art education, teachers should 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 have certain subjective requirements for exercising their willpower. Last summer, when I was beautifying the neighborhood, I consciously chose the weather with very high temperature and took all my classmates to the scene to paint murals for the neighborhood. The class is divided into several groups, and everyone has a specific division of labor. Students are required to stick to painting and temper their will in hot weather. I went back to school to make a summary and praised those students who insisted on painting at extremely high temperatures. Mentougou TV also reported this on the spot, praising our students' spirit of serving the society and not being afraid of hardship. The students are very cultured. I often take them to paint landscapes and hone their will when the weather is bad. The education of establishing a correct outlook on life and setting a realistic goal is better than persuasion education, which is the basis for students to form good will quality. Let students know what to do and why to do it. It is not only a cognitive process, but also a practical process, which will transform this understanding into ideological quality and moral behavior, so that words and deeds are consistent. In art education, teachers create necessary environmental conditions and put forward clear requirements for students, so that students can complete them in the process of overcoming certain difficulties. In this process, students gradually experience moral will, and then become beliefs, behaviors and habits. Actual exercise can be divided into group exercise and individual exercise. Collective social practice is the most effective, because every student adapts to and abides by collective norms and disciplines, that is, the process of adjusting his behavior according to objective requirements. The role of the collective not only constitutes the behavior goal that the members of the collective must achieve, but also is the power to push the members to complete the task. 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 their will. The exemplary role of outstanding members of the collective can help people overcome difficulties and complete necessary actions. 3. The cultivation of willpower should pay attention to individual differences. High school students tend to be mature both physically and psychologically. During this period, due to the deepening of learning content, their intelligence has gradually reached the level of adults, with distinct independence and consciousness. This is the psychological similarity of high school students. However, the basic structure of will quality and its differences among individuals are as follows: Differences in consciousness, determination, self-control and tenacity. Consciousness shows the difference between consciousness, suggestion and arbitrariness, decisiveness, indecision and rashness, and self-control shows the difference between strength and weakness; There is a difference between tenacity, persistence and stubbornness. In view of the individual differences of middle school students' willpower, we should teach students in accordance with their aptitude in art education and cultivate their willpower in different ways according to their age characteristics and individual differences. For students who act blindly and implicitly, give them phased 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 suggestions, 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;