“本质论”与我国小学阶段美术教育的研究
发布时间：2018-09-12 20:35
【摘要】：“本质论”是20世纪60年代因为推翻工具论的“以学生为中心”的模式而发展起来的,它主张把美术当作一门学科,也就是“以学科为中心”的美术思想。它最先起源于布鲁纳美术教育的智能发展论,然后到巴肯的以科目为中心的学说,到60年代艾斯纳的本质主义观,到最后艾斯纳把这三种美术教育观念融合在一起,经过分析和综合,最后提出以学科为基础的DBAE美术教育思想,本质论的本质观点是,教授美术的基本知识和技巧,开发学生的智能思维,丰富学生的视觉和知觉,注重美术学科的基础学习和严谨的课程结构。本论文是基于我国正在进行的美术教育改革和美术课程改革的前提下,大胆尝试对本质论美术教育思想作一个深入的探究,探究本质论思想是在怎样的一种情况下产生的,它有哪些美术教学内容,它的教学理论在当时和在当今有什么样的价值等,通过对本质论的了解、学习、分析和论证,来增加我国教育进程中的指导思想。与此同时,在美术教育实践中,应该把本质论美术教育思想的成功之处和不足之处作为例子,为我国培养创新能力和实践能力的人才以及严谨的教育结构和教学方法提供一些例子作为参考,使我国教育在前进的道路上少走岔道。
[Abstract]:"essence Theory" was developed in the 1960s because of overthrowing the "student-centered" model of instrumentalism. It advocates that art should be regarded as a discipline, that is, "subject-centered" art thought. It first originated from Bruner's theory of intelligent development of art education, then to Bacon's subject-centered theory, to Eisner's view of essentialism in the 1960s, and finally to Eisner's integration of these three concepts of art education. After analysis and synthesis, the author puts forward the idea of DBAE art education based on discipline. The essence of essence theory is to teach the basic knowledge and skills of art, to develop students' intelligent thinking, to enrich students' vision and perception. Pay attention to the basic study of fine arts and rigorous curriculum structure. This thesis is based on the reform of art education and the reform of art curriculum in our country, and attempts to make a deep inquiry into the essence of art education thought, and explores the circumstances under which the essence theory of art education comes into being. It has what art teaching content, its teaching theory at that time and in the present what kind of value and so on, through to the essence theory understanding, the study, the analysis and the demonstration, increases our country in the education process the guiding ideology. At the same time, in the practice of art education, we should take as an example the success and shortcomings of the essence theory of art education. Some examples are provided for the cultivation of creative and practical talents as well as rigorous educational structure and teaching methods in our country, so that our country's education will not take a fork in the road ahead.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.75
本文编号：2240153
[Abstract]:"essence Theory" was developed in the 1960s because of overthrowing the "student-centered" model of instrumentalism. It advocates that art should be regarded as a discipline, that is, "subject-centered" art thought. It first originated from Bruner's theory of intelligent development of art education, then to Bacon's subject-centered theory, to Eisner's view of essentialism in the 1960s, and finally to Eisner's integration of these three concepts of art education. After analysis and synthesis, the author puts forward the idea of DBAE art education based on discipline. The essence of essence theory is to teach the basic knowledge and skills of art, to develop students' intelligent thinking, to enrich students' vision and perception. Pay attention to the basic study of fine arts and rigorous curriculum structure. This thesis is based on the reform of art education and the reform of art curriculum in our country, and attempts to make a deep inquiry into the essence of art education thought, and explores the circumstances under which the essence theory of art education comes into being. It has what art teaching content, its teaching theory at that time and in the present what kind of value and so on, through to the essence theory understanding, the study, the analysis and the demonstration, increases our country in the education process the guiding ideology. At the same time, in the practice of art education, we should take as an example the success and shortcomings of the essence theory of art education. Some examples are provided for the cultivation of creative and practical talents as well as rigorous educational structure and teaching methods in our country, so that our country's education will not take a fork in the road ahead.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.75
【参考文献】
相关期刊论文 前1条
1 ;全日制义务教育 美术课程标准(实验稿)[J];中国美术教育;2002年03期
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