Zhang Bo
ABSTRACT
This study aimed to investigate the relationship between teachers’ extent of teaching the painting subject and students’ skill levels at Liu’An Road Primary School, Hefei City, China, while also identifying challenges faced by both groups. A mixed-methods approach was employed, involving 10 painting teachers and 200 sixth-grade students during the 2024–2025 academic year. Findings revealed that teachers’ instruction—covering objectives, strategies, resources, and assessment—was at a moderate extent, with students’ painting skills also rated as moderate. A significant relationship was found between the extent of teaching and students’ skill levels. No significant differences emerged based on teachers’ gender, experience, or education, although age influenced instructional resource use. Challenges reported by teachers included insufficient resources, limited opportunities to display artwork, time constraints, and varied student skill levels. Students faced fears of criticism, outdated materials, low confidence, and limited foundational skills. To address these issues, a plan of action was proposed, recommending improved resources, teacher training, curriculum integration of exhibitions, and student engagement initiatives. These insights offer strategies for strengthening painting instruction and fostering students’ artistic growth.
Keywords: Assessment methods, instructional resources, painting skills, painting subject, strategies
https://doi.org/10.57180/gcxn8909