This thesis aims at the problem of high school art teachers' lack of the consciousness aboutlogic of fine art education in general. From the standpoint of promoting the research of Chinesehigh school art education, using qualitative analysis methods, quantitative analysis methods, andvisual analysis software, it is an important issue for China's "high school art teachers' art education"."Logical Consciousness" conducts a systematic study of five structural contents including theintroduction and chapters 1-3 to the conclusion. The purpose of the research is to propose andexplain a set of necessity, new knowledge and methods to enhance the consciousness about logicof fine art education and art education teaching ability of Chinese high school art teachers fromthe standpoint of art education disciplines and from the perspective of art education philosophy. Itcan guide high school art teachers to get rid of the professional state of illogical consciousnessspontaneously, and has the meaning of correction and construction. In the first chapter "Rethinkingthe lack of existing behaviors of high school art teachers in China", the study pointed out thecurrent situation of high school art teachers' lack of attention to the vitality needs of themselvesand their students, and lack of attention to "creative practice" literacy. The first chapter also revealsthat the high school art teacher's consciousness about logic of fine art education means that thehigh school art teacher has an independent and correct understanding of the specific content andthe relationship among the three modules of themselves, art education events, and objects ofeducation. In the second chapter, "Constructing the Network of the Consciousness System aboutLogic of Fine Art Education", the study constructed the consciousness system about logic of fineart education of high school art teachers. It refers to the combination of the order of "art educationsubject-art education media-students" in the field of high school art education and the connection between the information obtained through inference. It can be clearly presented by the "HighSchool Art Teachers' Consciousness about Logic of Fine Art Education Connection NetworkDiagram". In Chapter 3, "Methods to Generate the Consciousness about Logic of Fine ArtEducation of High School Art Teachers", it is advocated that high school art teachers use the "self-questioning method". "Self-questioning method" is a guiding method to effectively avoid fallacywhen generating a logical consciousness system of art education that conforms to your own reality.In a word, the thesis focuses on the philosophy of art education, with "emphasizing high schoolart teachers from paying attention to themselves and then to the outside world" to achieve thepurpose of professional and constructive research on the logic consciousness of art education ofChinese high school art teachers. The results of the thesis research and the general conclusion havethree points. First, it puts forward and analyzes the proposition that art teachers in high schools inChina generally lack and should construct a logical consciousness of art education. It isemphasized that only when high school art teachers have a strong sense of art education logic, canthe high school art teacher group achieve breakthroughs in art education and teaching ability, andultimately help the construction of art education disciplines. Second, it constructs an image thattakes "high school art teachers themselves", "art courses" and "students" as the three majormodules, and takes the modules and the connection among the modules as the two major elements,as the establishment and enhancement of the high school art teachers' art education logicalconsciousness reference template and method. Thirdly, it advocates and analyzes the high schoolart teachers' use of "self-questioning method" to help generate a logical consciousness system ofart education in line with their own real conditions.