基于学生发展的小学彩墨画分学段教学研究
发布时间：2018-08-07 14:07
【摘要】：在新课程标准的实施下,人们愈发重视传承民族文化、汲取世界优秀文化。在这样的教育改革背景下,作为具有代表性的中华民族优秀传统文化遗产的中国画艺术越来越被重视。从小学中段三年级开始安排国画教学课程。彩墨画作为中国画中重视色彩的艺术种类在小学阶段受到青睐。彩墨画的色彩语言一方面吸收了传统中国画及民间艺术的精华,另一方面也将优秀的西方文化为我所用。它重“色彩”、重“表现”的特点,与小学生绘画时色彩表现力强、造型夸张概括、注重主观感受的绘画特点不谋而合。从教学实践中发现,小学彩墨画学习能够充分体现出学生的童心妙笔。彩墨画作为“中西调和”的一种艺术形式,为中国画的发展注入新鲜的血液,是一门很有价值的艺术形式,应该在小学教育中得以重视。在实践中发现关于彩墨画教学开展出现的问题很多。例如:教学内容少、课时不足,造成彩墨画的教学连贯性不足;课程内容与教学方法的选择上不适应小学生不同阶段的绘画学习水平;更有甚者,由于彩墨画开展所需材料复杂、空间要求高等问题,直接忽略彩墨画课程的开展,这些现象都造成彩墨画的教学实施浮于形式,影响彩墨画教学的开展,阻碍中国画艺术的传承与发展。因此本文基于学生发展,重点研究小学彩墨画分学段教学,不同学段设置不同的课程内容并提出相应的教学目标,选择合适的教学方法。为推动美术课程尤其是中国画课程教学的改革与发展奉献一份力量。本论文分为四部分进行阐述。第一部分,通过对比分析人美版、湘版小学美术教材中中国画内容的分配特点,了解彩墨画在美术教材中的地位。第二部分,总结目前小学彩墨画教学开展的情况,分析出现的问题并寻找改进策略。即教学的开展需要充分考虑学情特征与彩墨画学科特点,在学生发展不同阶段匹配相应程度的彩墨画教学,促进学生彩墨画学习发展。第三部分,根据笔者的在小学期间,针对不同年龄段学生的彩墨画教学经验,大胆总结出分学段式的彩墨画教学。力图结合不同学习阶段学生的认知特点,突出“分学段”的小学彩墨画课程教学安排。第四部分,回顾开展基于学生发展的小学彩墨画分学段教学实践研究,对于培养学生学习传统文化的积极影响。并对小学彩墨画教学实践研究进一步展望。
[Abstract]:With the implementation of new curriculum standards, people pay more and more attention to inheriting national culture and absorbing the world's excellent culture. Under the background of such educational reform, Chinese painting art, which is the representative heritage of Chinese traditional culture, has been paid more and more attention. From the third grade in the middle of primary school, the curriculum of Chinese painting teaching has been arranged. As a kind of art in Chinese painting, color ink painting is favored in primary school. On the one hand, the color language of color ink painting absorbs the essence of traditional Chinese painting and folk art, on the other hand, the excellent western culture is used by us. It emphasizes the characteristics of "color" and "expression", which coincides with the painting characteristics of primary school students, such as strong expression of color, exaggeration and generalization of modeling, and emphasis on subjective feelings. From the teaching practice, it is found that the study of color ink painting in primary school can fully reflect the children's fine pen. As an artistic form of "harmony between China and the West", color ink painting infuses fresh blood into the development of Chinese painting and is a valuable art form, which should be attached importance to in primary education. In practice, it is found that there are many problems in the teaching of color ink painting. For example, the lack of teaching content and insufficient class hours lead to insufficient coherence in teaching color ink painting; the selection of curriculum contents and teaching methods does not suit the learning level of painting at different stages of primary school students; what's more, Due to the complex materials and high space requirements for the development of color ink painting, the development of color ink painting curriculum is ignored directly, which results in the implementation of color ink painting teaching floating in form, which affects the development of color ink painting teaching. Hinder the inheritance and development of Chinese painting art. Therefore, based on the development of students, this paper focuses on the teaching of color ink painting in primary schools. Different learning sections have different curriculum contents, and the corresponding teaching objectives are put forward, and appropriate teaching methods are chosen. To promote the fine arts curriculum, especially the Chinese painting curriculum teaching reform and development of a dedicated force. This paper is divided into four parts. In the first part, by comparing and analyzing the distribution characteristics of Chinese painting content in the art textbooks of Hunan edition and Hunan edition, we understand the position of color ink painting in the art textbooks. The second part summarizes the current situation of color ink painting teaching in primary schools, analyzes the problems and looks for improvement strategies. That is, the development of teaching needs to fully consider the characteristics of learning and color ink painting subject characteristics, in different stages of the development of students matching the corresponding level of color ink painting teaching, to promote the students color ink painting learning development. The third part, according to the author's teaching experience of color ink painting for students of different ages in primary school, the author boldly summarizes the teaching of color ink painting. According to the cognitive characteristics of students in different learning stages, the teaching arrangement of color ink painting in primary schools is highlighted. In the fourth part, the author reviews the teaching practice of color ink painting in primary schools based on students' development, which has a positive effect on cultivating students to learn traditional culture. And to the primary school color ink painting teaching practice research further prospects.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.75
[Abstract]:With the implementation of new curriculum standards, people pay more and more attention to inheriting national culture and absorbing the world's excellent culture. Under the background of such educational reform, Chinese painting art, which is the representative heritage of Chinese traditional culture, has been paid more and more attention. From the third grade in the middle of primary school, the curriculum of Chinese painting teaching has been arranged. As a kind of art in Chinese painting, color ink painting is favored in primary school. On the one hand, the color language of color ink painting absorbs the essence of traditional Chinese painting and folk art, on the other hand, the excellent western culture is used by us. It emphasizes the characteristics of "color" and "expression", which coincides with the painting characteristics of primary school students, such as strong expression of color, exaggeration and generalization of modeling, and emphasis on subjective feelings. From the teaching practice, it is found that the study of color ink painting in primary school can fully reflect the children's fine pen. As an artistic form of "harmony between China and the West", color ink painting infuses fresh blood into the development of Chinese painting and is a valuable art form, which should be attached importance to in primary education. In practice, it is found that there are many problems in the teaching of color ink painting. For example, the lack of teaching content and insufficient class hours lead to insufficient coherence in teaching color ink painting; the selection of curriculum contents and teaching methods does not suit the learning level of painting at different stages of primary school students; what's more, Due to the complex materials and high space requirements for the development of color ink painting, the development of color ink painting curriculum is ignored directly, which results in the implementation of color ink painting teaching floating in form, which affects the development of color ink painting teaching. Hinder the inheritance and development of Chinese painting art. Therefore, based on the development of students, this paper focuses on the teaching of color ink painting in primary schools. Different learning sections have different curriculum contents, and the corresponding teaching objectives are put forward, and appropriate teaching methods are chosen. To promote the fine arts curriculum, especially the Chinese painting curriculum teaching reform and development of a dedicated force. This paper is divided into four parts. In the first part, by comparing and analyzing the distribution characteristics of Chinese painting content in the art textbooks of Hunan edition and Hunan edition, we understand the position of color ink painting in the art textbooks. The second part summarizes the current situation of color ink painting teaching in primary schools, analyzes the problems and looks for improvement strategies. That is, the development of teaching needs to fully consider the characteristics of learning and color ink painting subject characteristics, in different stages of the development of students matching the corresponding level of color ink painting teaching, to promote the students color ink painting learning development. The third part, according to the author's teaching experience of color ink painting for students of different ages in primary school, the author boldly summarizes the teaching of color ink painting. According to the cognitive characteristics of students in different learning stages, the teaching arrangement of color ink painting in primary schools is highlighted. In the fourth part, the author reviews the teaching practice of color ink painting in primary schools based on students' development, which has a positive effect on cultivating students to learn traditional culture. And to the primary school color ink painting teaching practice research further prospects.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.75
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4 章s，
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