民间美术在中小学美术教学中的应用性研究

发布时间：2018-07-08 20:10

本文选题：民间美术 + 中小学美术教育　；参考：《广西师范学院》2015年硕士论文

【摘要】：在我国悠久的历史文化资源中,民间美术作为优秀传统文化的一部分,有着非常重要的历史文献价值、艺术审美价值和深远的传承价值。2006年6月10日我国设立第一届“文化遗产日”,以“保护文化遗产守护精神家园”作为保护我国优秀非物质文化遗产的一个纲领性目标,启动了对于非物质文化遗产遗产的普查、保护、传承和研究工作。中国民间美术作为国家非物质文化遗产的组成成分,具有多样性和鲜明的地域性,作为一种活态传承着的文化样态,携带者丰富的文学、美学、历史学、考古学和文化学的基因,不同历史时期的民间美术作品反应了不同时期的历史文化积淀,都是中华大地上各民族勤劳智慧和丰富创造力的结晶。非物质文化的传承必须是以人为传承载体的活态传承,把民间美术等非物质文化形态纳入到中小学美术课程的培养体系,不仅是对民间美术的传承有着积极的促进意义。还有利于学生认知到种类繁多的优秀文化资源。另外从教育学的意义来看,中小学生学习民间美术,有利于提高中小学生的动手动脑研究性学习和能力,培养自主学习的兴趣,更有利于增强中小学生对民族文化历史价值的认同。因此,在中小学生中开设民间美术课程至关重要,如何开设,开设什么样的内容,以什么样的教学模式开设成为一个很值得研究的课题。本课题的研究目的:选择几所学校作为样本,研究民间美术资源在中小学美术课程中的内容选择、教育模式、教育效果、反馈机制进行全方位的分析,希望能对基础教育研究者起到抛砖引玉的效果,论文涉及的教学设计能对一线教师提供教学理论依据。研究方法包括:案例分析法、访谈法、文献资料法。笔者分别选取了山东潍坊市寒亭一中和潍坊七中(艺术高中)为分析样本。全文共分为三部分,其具体概要如下:第一部分:参照专家和相关学者的论述,简要界定是民间美术的概念、种类和最具代表性民间美术资源,深入分析民间美术在当代社会中的现状,进一步阐述民间美术在中小学开设的重要性。第二部分:具体分析民间美术课程内容的选择与教学模式设计。在教学模式方面又具体阐述了课堂内教学模式和课外兴趣小组教学模式的实施方法,以求能更好的促进民进美术的教学改革。第三部分:中小学民间美术教育的实施情况,分为民间美术鉴赏课和手工操作课两种形式,最后分别列出了最能代表民间美术课的陶瓷教学设计和木板年画教学设计,以最直观的形态展示民间美术教学改革的目标和方向。研究民间美术资源在中小学美术教育中的开发与应用,可以从教学观念和教学组织策略上为基础教育的一线教师提供教学策略,又可以培养学生的民族情感和国家情怀,让中小学生养成传承民族的传统文化的习惯,提高学生的审美观念和审美意识。
[Abstract]:Among our country's long history and culture resources, folk art, as a part of excellent traditional culture, has very important historical document value. Art aesthetic value and profound heritage value. On June 10, 2006, China established the first "Cultural Heritage Day" to "protect cultural heritage to protect spiritual homeland" as a programmatic goal to protect China's outstanding intangible cultural heritage. The general survey, protection, inheritance and research on intangible cultural heritage have been initiated. As a component of the country's intangible cultural heritage, Chinese folk art has diversity and distinct regional character, as a living state of inheritance of the cultural pattern, carrier rich literature, aesthetics, history, The genes of archaeology and culturology, folk art works of different historical periods reflect the accumulation of history and culture in different periods, and are the crystallization of industrious wisdom and rich creativity of all nationalities on the earth of China. The immaterial cultural inheritance must be carried on by the artificial carrier and bring the folk art and other immaterial cultural forms into the training system of the fine arts curriculum in primary and secondary schools. It is not only a positive promotion to the inheritance of the folk art. It also helps students to recognize a wide variety of excellent cultural resources. In addition, from the point of view of pedagogy, the study of folk art among primary and middle school students is conducive to improving the students' learning and ability of hands-on research and training their interest in autonomous learning. It is more helpful to strengthen the recognition of the historical value of national culture among primary and middle school students. Therefore, it is very important to set up folk art courses among primary and middle school students. How to set up folk art courses, what kind of content to open, and what kind of teaching mode to set up has become a topic worth studying. The purpose of this paper is to select several schools as samples to study the content selection, educational model, educational effect and feedback mechanism of folk art resources in the art curriculum of primary and secondary schools. It is hoped that the teaching design can provide theoretical basis for teachers in the first line. Research methods include: case analysis method, interview method, literature method. The author chooses Hanting No. 1 Middle School and Weifang No. 7 Middle School in Weifang City, Shandong Province, respectively as the analysis samples. The full text is divided into three parts, its concrete summary is as follows: the first part: referring to the exposition of experts and related scholars, the brief definition is the concept of folk art, the category and the most representative folk art resources. The present situation of folk art in contemporary society is analyzed, and the importance of opening folk art in primary and secondary schools is further expounded. The second part: the specific analysis of folk art curriculum content selection and teaching model design. In the aspect of teaching mode, the paper expounds the implementation methods of classroom teaching mode and extracurricular interest group teaching mode, in order to promote the teaching reform of folk art better. The third part: the implementation of folk art education in primary and secondary schools, which is divided into two forms: folk art appreciation class and manual operation class. Finally, the ceramic teaching design and the plank painting teaching design, which represent the folk art class, are listed respectively. The aim and direction of folk art teaching reform are demonstrated in the most intuitive form. The research on the development and application of folk art resources in art education in primary and secondary schools can provide teaching strategies for teachers in basic education from the perspective of teaching concepts and teaching organization strategies, and can also cultivate students' national feelings and national feelings. Let the primary and middle school students develop the habit of inheriting the traditional culture of the nation and improve the students' aesthetic concept and consciousness.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.955

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