文化策略与现代幼儿美术教育

发布时间：2018-02-20 23:37

本文关键词： 文化策略传统文化幼儿美术教育审美教育　出处：《杭州师范大学》2005年硕士论文　论文类型：学位论文

【摘要】：文化的发展是一个动态的过程,与时间性、历史性息息相关,并体现出自我超越、自我重建的特征。中国有着悠久而浓重的文化历史,而在提倡文化的多元性与地域性的信息全球化时代,中国却在世界多元文化格局中仅处于一种边缘状态。作为国人,必须以重振中国文化为己任,树立“本土意识与地域意识的自觉”,依托传统中的“本源”,重新审视我们自己的历史和文化片断,用开放的胸怀,以“中西互体互用”的方式,寻求文化输出的契机,从而用可以传输的现代性话语,在国际文化中参与差异性对话。这就是我们的文化策略。关于教育是一种改变社会的力量是普遍存在的信念,把艺术教育视作以其勃勃生机来活跃和平衡教育的方向盘是重建和推进社会文明的重要方式,在某种意义上,儿童艺术家甚至被认为是可以担负起拯救社会的重任。本文试图建立一种以人文教育为指导,以艺术教育为核心、辐射各科教育的幼儿教育学科模式。该学科模式将积极利用传统文化和民族精神的魅力,通过艺术教育让幼儿在感知全球化文明的同时,从小树立民族文化的自信心和自豪感,去参与全球性的文化交流；从小树立既充分保持审美个性,又具有开放性与宽容性的全球性文化审美心态本文提出的以审美教育为核心的幼儿美术教育学科模式,是以儿童中心论、学科本位论等学科理论作为基础的综合性幼儿美术教育理论；是以审美教育为核心,向认知教育、情感教育等方面延伸的一个学科模式。其以幼儿期认知方式与审美心理作为基础,对幼儿美术教育的课程设置、课程实施、教育过程的指导与评价等方面提出一个整体构想与框架,并提出幼儿艺术教育应从幼儿艺术技能、艺术批评、艺术史和美学等方面的内容进行设置,应符合现代幼儿的认知方式与审美趣味,符合幼儿期的审美偏爱与审美评价。该课程把教育内容与形式分为艺术创作为主的创作课、批评与美学和艺术史学相结合的欣赏课。课堂上特别强调需要动手创作与安静欣赏相结合,强调四位一体的思路在课堂上的综合实现与相互渗透,使敏锐的艺术感与艺术创造之间贯通,形成整体性的艺术素质。该课程还特别提出艺术教育与社会环境、人文环境的相互融合,例如,博物馆教育、民风民俗教育等等。对于以审美教育为核心的现代幼儿美术教育的构想与框架,该论文从美术教育的目的与任务、课程内容、课程实施原则与方法、课程实施的组织指导与评价等方面提出了自己的设想。从而将文化策略渗透于幼儿美术教育课程提出了较为具体的规划。
[Abstract]:The development of culture is a dynamic process, closely related to time and history, and embodies the characteristics of self-transcendence and self-reconstruction. China has a long and rich cultural history. However, in the era of information globalization, which advocates cultural pluralism and regionalism, China is only at the edge of the world's multicultural pattern. As a Chinese, it must take the revitalization of Chinese culture as its own responsibility. To set up the consciousness of local consciousness and regional consciousness, rely on the "origin" in the tradition, re-examine our own history and cultural fragments, use an open mind, and seek the opportunity of cultural output in the way of "mutual use of the Chinese and the West". Therefore, we can use the modern discourse which can be transmitted to participate in the dialogue of difference in international culture. This is our cultural strategy. The belief that education is a force that changes society is a universal belief that art education is regarded as the steering wheel of active and balanced education with its vitality is an important way to rebuild and promote social civilization, in a sense, Children artists are even considered to be able to shoulder the responsibility of saving society. This paper attempts to establish a kind of humanistic education as the guidance, art education as the core. The discipline model of early childhood education, which will actively utilize the charm of traditional culture and national spirit, will enable young children to develop self-confidence and pride in their national culture when they are aware of globalization and civilization at the same time as they are young. To participate in the global cultural exchange; to establish a global cultural aesthetic mentality that not only fully maintains aesthetic individuality, but also has openness and tolerance. The model of infant art education with aesthetic education as its core is a comprehensive theory of early childhood art education, which is based on the theory of child-centered, subject-oriented, aesthetic education, cognitive education and so on. Based on the cognitive style and aesthetic psychology of early childhood, the curriculum design and curriculum implementation of art education for young children are discussed. This paper puts forward an overall conception and framework for the guidance and evaluation of the educational process, and points out that the infant art education should be set up from the aspects of children's artistic skills, artistic criticism, art history and aesthetics, etc. It should accord with the cognitive style and aesthetic taste of modern children, aesthetic preference and aesthetic evaluation in infancy. This course divides the educational contents and forms into creative courses dominated by artistic creation. An appreciative class that combines criticism with aesthetics and art historiography. In class, special emphasis is placed on the need to combine hands-on creation with quiet appreciation, and on the comprehensive realization and mutual penetration of the four-in-one approach in the classroom. The course also puts forward the integration of art education and social environment and humanistic environment, such as museum education, folk custom education and so on. As for the conception and frame of modern art education of early childhood, which takes aesthetic education as the core, this paper focuses on the purpose and task of art education, the content of curriculum, the principles and methods of curriculum implementation. The organization guidance and evaluation of curriculum implementation and so on have put forward their own tentative plan, thus the cultural strategy permeates into the preschool fine arts education curriculum has proposed the more concrete plan.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G613.6

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