异构教育学:高等教学模式和跨学科艺术学习

发布时间：2018-01-22 14:45

  本文关键词： 异构教育学 多学科学习　出处：《北京舞蹈学院学报》2017年03期 　论文类型：期刊论文

【摘要】：本文介绍了新加坡拉萨尔艺术学院运用在当地艺术部门和艺术教育部门开发的教学模式,在新加坡建立了一个完整系统的教学模式,那些兼职的艺术家们可以花适当的时间在公立和私立学校教学,同时也可以有他们的艺术实践活动。该模式通过量身定制的异构教学法以统一视角解决了多种艺术形式。通过教育理论家温格提出的"实践社区"概念(1991),学生通过他们所学学科的视角对艺术教育及核心项目做出研究反应。他们分享了教学法和研究意识形态的差异,异构教育学在学科交叉合作中为最佳做法。核心素养旨在解决教育学和研究保持不变的同时艺术家们结合自己的学科所反应的能力。结合肖恩的"反思性实践者"模式(1987),学生以批判性思维不断地从自己最佳的实践艺术教学中回顾,从他们的学科以外的艺术家那里,也从众多的艺术门类借鉴中创建跨艺术学科的共性并产生共鸣。新的知识是由学生从异构教育学设置中分享自己艺术学科的创作理论。为应对各种学科背景下的共同核心项目提供了一个协作和跨学科的工作。这种新的知识是共享的知识,并创设了学生不断拓宽学科的界限,包括来自其他艺术学科学术研究的理论和实践。新加坡拉萨尔艺术学院在艺术教育领域里的共性以及教学实践中使用异构教育学的模式,促进合作和跨学科的艺术交流,并在研究和实践中创造的新方法。
[Abstract]:This paper introduces the teaching model developed by the Lassar Art Institute in Singapore, which is developed by the local art department and the art education department, and establishes a complete and systematic teaching model in Singapore. Part-time artists can spend appropriate time teaching in public and private schools. It can also have their art practice activities. This model overflows through customizing heterogeneous teaching methods to solve a variety of art forms from a unified perspective. Through the concept of "community of practice" proposed by educational theorist Ars 猫 ne Wenger (. (1991). Students react to art education and core projects through the perspective of their subjects. They share differences in pedagogy and ideologies. Isomeric pedagogy is best practice in interdisciplinary collaboration. Core literacy is designed to address the ability of artists to respond to pedagogy and research while combining their disciplines. Reflective Practitioners' Model (. (1987). Students constantly review their best practical art teaching with critical thinking, from artists outside their disciplines. New knowledge is shared by students from heterogeneous pedagogy settings. In order to deal with the background of various disciplines, students share their creative theory of art disciplines. The common core project provides a collaborative and interdisciplinary effort. This new knowledge is shared knowledge. And the creation of students to broaden the boundaries of the subject. Including the theory and practice of academic research from other art disciplines. The general character of Singapore LaSalle Art Institute in the field of art education and the use of heterogeneous pedagogy in teaching practice. Promote cooperation and cross-disciplinary artistic exchanges and create new methods in research and practice.
【作者单位】： 北京舞蹈学院人文学院;
【分类号】：G642;J0-4
【正文快照】： 【译者简介】梅雪,女,硕士,北京舞蹈学院人文学院讲师,主要研究领域:中外舞蹈研究。*原文为2016国际艺术教育高端研讨会(2016 World Arts Education Sunmmit)论文,原文作者凯·沃特金斯(KieWatkins)博士,新加坡拉萨尔艺术学院教授,艺术硕士教育与创意产业、传媒实践项目负责人，

本文编号：1454957