从许多的研究材料可以说明:初中生对美术仍然抱有兴趣,但未定型,有相当的可塑性。课时的安排与学生的情绪课时的安排似乎是一种事务性的劳动。其实就教育对象而言,其生理状态在不同时期有不同的反应 From many research materials can be explained: junior high school students are still interested in art, but not stereotypes, there is considerable plasticity. The arrangement of class hours and the arrangement of students' emotional hours seem to be a matter of transactional work. In fact, the object of education, its physiological state in different periods have different reactions