重庆市小学美术版画课程中梯级教学法研究

发布时间：2018-03-05 14:56

本文选题：小学版画　切入点：版画课程　出处：《重庆师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：小学版画课程是小学美术教育的重要组成部分,它集绘画、手工制作于一体,对小学生动手动脑及创新能力、实践能力的培养是其它课业形式所不能替代的。版画进入我国的中小学课堂是从20世纪90年代开始,《全日制义务教育美术课程标准(实验稿)》和《小学美术新课程标准》也对版画课程作出详细的教学目标,由此可见版画艺术在小学美术课程中的重要性。但经研究发现,大多数文献都只是研究版画某一版种的技法或者某一年龄段的学习现状,没有细化且脱离教育,也均没有结合小学生的身心特点、心理特点,研究出适合小学1~6年级各个年龄段的版画梯级教学法。版画制作过程相对复杂,完成一幅完整的作品需要经过创作构思—画;制版合成—刻;印刷反馈—印三大过程,而在版画梯级教学法中,每一梯度都严格遵循画—刻—印的制作过程。本文首先阐述研究背景、意义、方法、思路,并整合国内外研究现状得出本文的创新点。然后通过实地走访和发放问卷的形式在重庆市主城区和区县的五所小学校、版画特色学校玉带山小学及重庆八中初一年级学生进行调查和分析,得出现在小学美术版画课程中教学存在的问题。并结合重庆地区实际,每一梯度研究总结出四种制作方法,共十二种。重点阐述梯级的划分缘由、版画梯级教学法的构建、每一梯度的具体内容和实施建议。其中第一梯度针对一、二年级学生以兴趣为主,第二梯度针对三、四年级学生以参与为主,第三梯度针对五、六年级学生以创作为主。三个梯度归纳总结的版画制作方法循序渐进、由简及繁、分层次有计划性、阶段性的进行教学,适合学生的身心特点和心理特点,培养学生的创造力、想象力、动手实践能力,学会把理论与实践相结合。最后详细展示每一梯度的版画教学设计案例,并总结展望版画梯级教学法在重庆的应用。
[Abstract]:Print course is an important part of art education in primary school. It integrates painting and hand-making, and makes students' brains and creativity. The cultivation of practical ability can not be replaced by other forms of schoolwork. Printmaking into the Chinese primary and secondary school classroom is from 1990s, < Full-time compulsory Education Art Curriculum Standard (Experimental draft) > and < Primary Art New course. Cheng Standard also made detailed teaching objectives for print courses. This shows the importance of printmaking in the art curriculum of primary schools. However, through research, it is found that most of the literature only studies the techniques of a certain type of printmaking or the learning situation of a certain age group, and does not refine and separate from education. Also did not combine the primary school student's body and mind characteristic, the psychological characteristic, studies suits the primary school 1 ~ 6 grade each age to print the cascade teaching method. The printmaking process is relatively complex, completes a complete work to need to pass through the creation conceive-the picture; The three major processes of plate making, synthesizing, printing feedback and printing, and in the cascade teaching method of printmaking, each gradient strictly follows the production process of drawing, engraving and printing. This paper first describes the research background, significance, methods, ideas, Then through field visits and questionnaires, five primary schools in Chongqing's main urban areas and districts and counties, According to the investigation and analysis of the students of Yubanshan Primary School and Grade one of Chongqing No. 8 Middle School, the problems existing in the teaching of art printmaking in primary schools are obtained. Combined with the actual situation in Chongqing, each gradient study sums up four kinds of production methods. There are 12 kinds. It focuses on the reasons for the classification of the step, the construction of the cascade teaching method of printmaking, the concrete contents and implementation suggestions of each gradient. The first gradient is aimed at the first grade, the second grade is mainly interested, and the second gradient is aimed at three. The fourth grade students mainly participate, the third grads aim at the fifth and sixth graders to create mainly. The three grads generalize and sum up the printmaking methods step by step, by simplicity and complexity, the teaching is planned and staged. Suitable for students' physical and mental characteristics and psychological characteristics, cultivate students' creativity, imagination, practical ability, learn to combine theory with practice. The application of the cascade teaching method in Chongqing is summarized and prospected.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.75

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