【Discussion,on,the,Problems,of,Public,Art,Education,of,Higher,Learning,Schools,and,the,Network-teachi】 on the point of

　　Abstract. As a well-known saying goes on, the way of great learning lies in illustrating virtue and rejuvenating people so as to reach perfection. The recurrence of humanism is an inevitable trend of the development of higher education in China in the modern times. Besides, it is necessary for Chinese people to adhere to the education philosophy that educates people first and makes them talents latter in higher education from beginning to end. In the process of educating people, the public art education plays a very important role in the improvement of the abilities of the students in the appreciation of the beauty, the cultural taste, and the moral sentiment, and the innovation. Currently, the higher learning schools in China are seriously in shortage of the teaching resources in the teaching of public art. At the same time, there are a great number of the problems in the curriculum building, the classroom teaching method, the construction of faculty, and the management mechanisms, etc. For these reasons, it is very difficult to make the "aesthetic education" effect of the public art education realized at the present time in China. Fortunately, along with the rapid development of the network today, it is undoubtedly the best way to solve these problems by taking advantage of the easy and fast network-based teaching platform.
　　Key words:Public Art Education; General Education; Network Teaching Platform
　　
　　
　　1.Thinking on the Public Art Education based on the Background of General Education
　　Since China carried out the reform and opening-up policy for over thirty years, China"s higher education has attained a very rapid development, and hence has provided a large number of the talents for the development of both society and economy of China.
　　However, the utilitarianism that exists in the market economy has exerted a dominant role in the development of the higher educational undertakings of China with a gradual step.
　　At the same time, in China, the talent training model that is aiming at fostering the talents that possess knowledge and skills but do not have the cultural qualities and tastes as well as the sense of social responsibility and the innovation ability has restricted the development of higher education to a serious degree.
　　Fortunately, the questions raised by Qian Xuesen ring an alarm on the current talent training model of the higher education of China.
　　As a well-known saying goes on, the way of great learning lies in illustrating virtue and rejuvenating people so as to reach perfection. The recurrence of humanism is an inevitable trend of the development of higher education in China in the modern times.
　　Therefore, the educational objective of the higher learning schools of China is training the students to grow into the talents that possess not only certain moral qualities and the high sense of social responsibility and also the cultural qualities, high appreciation tastes and strong bodies, and healthy personalities through the general education.
　　It has been known to all that the public art education is one of the most important parts of the general education. For this reason, the role of the public art education in the process of educating people should never be neglected.
　　Art education has had a very long history in China. Confucius, great educationist in ancient China deemed music as one of the six arts, and advocated the idea of focusing on moral quality, holding true to virtue, abiding by the principle of ethics, and traveling in art.
　　However, in the western world, the seven arts that attained a very rapid development in the Middle Ages also pointed out the importance of the art education in the healthy growth of a human being [1].
　　Therefore, in the talent training model, it is necessary for the workers in the public art education to take advantage of the aesthetic education to impart the art knowledge and skills to students and develop the communication art. As a result, the ability of the students to appreciate the beauty can attain an increase.
　　
　　2.Current Situation of the Public Art Education of Chinese Higher Learning Schools and the Problems Necessary to Solve
　　After entering the twenty-first century, China issued the files such as the Suggestions for the Work of Art Education of Higher Learning Schools and the Guiding Program for the public Art Courses of the General Higher Learning Schools of China one after another.
　　These files have made standardized the models of Chinese higher learning schools to develop the public art education further.
　　Generally speaking, a majority of Chinese higher learning schools have set up the courses in public art education, and have established the art associations for the students as well as the organizations of public art education.
　　In the mean time it is also necessary to see a great number of the problems in the public art education of Chinese higher learning schools to solve now.
　　2.1. Public Art Education as Part of General Education Has a Form but No Spirit, and Does Not Receive the Due Attention
　　The public elementary courses are still the main force of the general education at the present time. The required courses of the general education mainly include the ideological and political education (two courses) and the tools and skills courses (foreign language and computer), as well as the elementary courses of natural sciences (mathematics, physics and chemistry) that serve for the professional learning specially.
　　Generally, the higher learning schools are difficult to have time and space to set up increasingly more required courses for the general education in accordance with the ideas and objectives of the general education.
　　Therefore, it is forced to allow the elective courses of the general education to undertake the task of implementing the public art education.
　　In the mean time, the complex contents, disordered structures, poor quality and low position have been the common problems in the public art education of the higher learning schools of China at the present time.
　　2.2. Shortage of Teachers Becomes the Bottleneck Constraining the Development of Public Art Education
　　One of the great confusions in the implementation of public art education lies in how to build up the curriculum, but not to find the right teachers.
　　The courses in public art education have a higher requirement on the knowledge structure, academic attainments, cultural literacy, and teaching methods of a teacher. It is very necessary for the teachers to be the great talents who have attained a master’s degree in art education.
　　However, the teachers that receive the training under the special-talent educational model have a narrow range of knowledge as well as a simplex knowledge structure.
　　Therefore, it is difficult for them to set up a public art education curriculum, which is suitable for the mass people to learn.
　　2.3. Existing Teaching Management Mechanisms are not Conducive to the Development of Public Art Education
　　In China, the higher learning schools classify the organizations of the schools or departments in accordance with the disciplines and majors at the present time. This makes the professional discipline education occupies a dominant position.
　　For this reason, it is very difficult for the public art education that does not belong to any discipline to take up a tiny space at the present time.
　　In addition, in the organization and management of courses, the undergraduate curriculum systems of higher learning schools are mainly composed of the public elementary courses, the discipline elementary courses and the major courses, while the discipline elementary courses and the major courses are mainly under the organization and management of the different major schools or departments.
　　Moreover, the students are responsible for the teaching of the discipline elementary courses and the major courses.
　　However, the public art courses belong to the schools of liberal arts, the department of arts, the Youth League Committees and so on.
　　In the mean time, they are under the organization and management of the teaching affairs office, and are open to all students of school.
　　2.4. Optimization of Public Art Courses Has Constraints in Class Scale, Time as well as Space
　　Generally, the public art courses as the electives are arranged by the teachers in the evening or weekend. At the same time, the classes for the public art courses are very large; each class contains about two hundred students basically.
　　Therefore, owing to the constraints of time and space, it is quite difficult for the teachers to organize the classes and have interaction with the students.
　　In addition, the students at higher learning schools attach little importance to this kind of elective courses usually. The interest and enthusiasm of the students in learning are not high. They learn these courses only for the credits. Therefore, the teachers will feel boring at class.
　　
　　3.Network-teaching Based Solution to the Problems of Public Art Education of Higher Learning Schools
　　John Dewey, famous humanism educator and initiator of public art education in the United States, used to say, "It will deprive the future of the students if we will make use of the yesterday"s way to educate students today".
　　Along with the arrival of the Internet age, a large number of excellent teaching sources are shared to the network. In the mean time, there have been the domestic software companies to make use these network resources to develop the network general educational platform, which contains the rich contents, excellent quality, and easy management.
　　This provides an effective way for the teachers to resolve the problems in the public art education of higher learning schools beyond all doubts.
　　3.1. Recognize the Public Art Courses that Contain Rich Contents and Clear Targets as Part of the General Education
　　The teachers can recognize the public art courses that contain rich contents and clear targets as part of the general education in accordance with the teaching resources, which are provided by the network general course platform.
　　Then, it is necessary for the teachers to make clear the credits of the courses that are selected by the students in accordance with the related courses, and hence ensure the students to receive a very good influence from the art courses during the school period.
　　3.2. Using Internet-based Self-study as Main Teaching Method and the Classroom Teaching as Supplementary Teaching Method
　　In the form of the classroom organization, the teachers can take advantage of the teaching method (i.e. the Internet-based self-study is in the leading position and the classroom teaching is in the supplementary position).
　　Generally, the Internet-based teaching resources receive no constraints in time and space. For this reason, the teachers can open these elective courses to the students that select these courses all day long. In the mean time, the students can make an arrangement on the learning process as they like in accordance with their own time, and hence makes an enhancement to the interest in learning.
　　3.3. Building up the Related Network Course Teacher Management System
　　With the purpose of implementing the network public art courses, it is highly necessary to build up the related network course teacher management system. This is one of the most important supporting systems for the network public art courses.
　　In the mean time, it is highly necessary for the network course teachers to provide the students with services efficiently, and hence ensure the teaching work of the network public art courses to proceed with smooth.
　　In addition, it is highly necessary for the schools to make the rigorous systems for the employment, working program, working details, and workload calculation methods of the network course teachers, and standardize the specific requirements on the offering of the network public art courses at the same time. The specific arrangements include the forms, student numbers, and time and space of the offering of the network public art courses.
　　The course design of the teachers for the discussion classes include the discussion topics, the books that are necessary for the students to read and the discussion forms and so on. The working contents of the teachers include the groups of students, the supply of the teaching materials, the organization and hosting of the discussions, the recording of the discussion contents, and the correction of the assignments of the students. The requirements on the students to participate in the discussions can touch upon the material reading of the related discussion themes, problems and suggestions.
　　Therefore, it is necessary for the teachers to do a good job in the management of the teaching process of the network public art courses.
　　3.4. Establishing the Effective Evaluation Methods to Urge the Students to Have the Independent Learning
　　Finally, it is necessary for us to establish the effective evaluation methods to urge the students to have the independent learning. With the purpose of implementing the effective management on the network courses, it is necessary to get an understanding of the online learning process of students in an objective sense.
　　At the same time, it is necessary to guide the students to take advantage of the network curriculum resources with efficiency to make an enhancement to the ability of students in independent learning and give consideration to the Internet-based resources and the forms of learning in an all-round way.
　　More specifically, the teachers can select the face-to-face attendance rate, the network course playing, the asynchronous discussions with the assistant teachers, the online synchronous chat, the final written exams, and the e-mail interaction with the teachers as the evaluation indexes to evaluate the ultimate examination results or grades of the students.
　　
　　4. Conclusion
　　In China, the development of the public art education of the higher learning schools is still faced up with a great number of the difficulties to go beyond. However, without the actual situation of China, it is not realistic to talk about public art education orally.
　　In the mean time, without the gradual improvement of the great social environment, the public art education is difficult to go far if only relying on the reform of the higher learning schools.
　　Therefore, it is necessary for us to implement the public art education in accordance with the actual time and place.
　　The actions are never superior to the words. The winners always make every effort to looking for the methods, while the losers always try the best to look for the excuses. However, the methods are more than difficulties all the time.
　　The real crux of the public art education lies in the updates of the educational and teaching ideas, not the constraints in faculty and curriculum resources. As a famous saying goes, attitude is everything. Therefore, many problems can be solved naturally with the right ideas.
　　
　　5. References
　　[1]Yueming Wang. On the Public Art Education in Colleges. Journal of Changsha University, May, 2011, Vol.25 (03), Page 147-148.

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