凉山彝族本土美术课程资源的开发与利用

发布时间：2018-05-21 20:29

本文选题：凉山彝族 + 本土美术　；参考：《西南大学》2016年硕士论文

【摘要】：凉山彝族本土美术是彝族最具代表性的文化符号之一,是凉山彝族在历史长河中创造和积累的文明成果,是凉山彝族的活化石,对个体发展具有特殊的教育价值:凉山彝族本土美术是传承彝族文化的载体,对彝族人民而言,起到了族标的作用,个体成长于民族传统文化环境中,通过对本土美术的识别、了解、认同、和创造的过程,唤起个体最初的文化自觉以及民族自豪感。除此之外,凉山彝族独特的本土美术资源中,蕴含了彝族人民自己的审美观、人生观、道德观和生态观,通过本土美术的纹饰、图案、色彩、搭配,反映了其美学元素,本土美术源于自然和生活的审美知觉与创造,贴近学生的审美和认知水平,与学生在审美方面有着契合点,利于学生审美能力的发展、利于培养幼儿的民族性格和民族认同感、培养和开发学生的空间知觉能力和空间想象力、利于进行正确的自然观和生态观等等,能够促进个体的全面发展。鉴于凉山彝族本土美术具有特殊的教育价值,以及现实中凉山彝族本土美术教育在民族学校中的缺失,因此针对凉山彝族本土美术课程资源的开发与利用是很有必要的。本研究采用的是行动研究中的合作模式,即在凉山彝族民族小学选取一个班级来进行研究,并与这个班的老师组成研究小组。笔者在设计好访谈提纲、观察记录表和教学活动方案之后,与凉山彝族A民族小学进行合作,展开行动研究。研究主要分以下六个部分:第一部分,引言:这部分主要是提出问题,论述开发和利用凉山彝族本土美术的教育价值,在搜集资料的基础上,对主题相关的研究进行梳理,确立相关概念界定,研究的意义、研究的思路和方法等。第二部分:在搜集相关资料的基础上,对凉山彝族本土美术课程资源的探析,主要从凉山彝族本土美术资源的概况、特征以及分类进行说明。为后面进行教学方案设计以及行动研究积累相关的素材。第三部分:是凉山彝族本土美术的教育内涵分析,凉山彝族本土美术是彝族文化的象征符号,凉山彝族本土美术是源于自然的审美体验,凉山彝族本土美术的开发与利用是教育价值的诉求。第四部分:方案设计,以泰勒课程模式为出发点,分别设计出“凉山彝族本土美术课程资源开发与利用”的目标、内容的选择与组织、课程内容的实施、实施的评价。第五部分:实践部分,行动研究以及反思。通过之前的课程设计方案,进行教学实施与行动研究,及时发现问题,进行反思与回馈。
[Abstract]:The native art of Yi nationality in Liangshan is one of the most representative cultural symbols of Yi nationality. It is the result of civilization created and accumulated by Yi nationality in Liangshan in the long history, and the living fossil of Yi nationality in Liangshan. It has special educational value for individual development: the local art of Liangshan Yi nationality is the carrier of inheriting Yi culture, and plays the role of national standard for the Yi people. The individual grows up in the traditional cultural environment of the nation, and through the recognition of the local fine arts, The process of understanding, identity, and creation evokes the individual's initial cultural consciousness and national pride. In addition, the unique local art resources of the Yi nationality in Liangshan contain the Yi people's own aesthetics, outlook on life, morality and ecological view, reflecting its aesthetic elements through the decoration, design, color and collocation of the local fine arts. The native art originates from the aesthetic perception and creation of nature and life, close to the students' aesthetic and cognitive level, and has a common point with the students in the aesthetic aspect, which is conducive to the development of the students' aesthetic ability and to the cultivation of the children's national character and national identity. Cultivating and developing students' spatial perceptual ability and spatial imagination is conducive to the correct view of nature and ecology, and can promote the overall development of individuals. In view of the special educational value of Liangshan Yi native art and the deficiency of Liangshan Yi native art education in minority schools, it is necessary to develop and utilize the Liangshan Yi native art curriculum resources. This study adopts the cooperative model of action research, that is, select a class in Liangshan Yi nationality primary school to study, and form a research group with the teachers of this class. After designing the outline of interview, observing the record list and teaching program, the author cooperated with Liangshan Yi nationality Primary School to carry out the action research. The research is divided into the following six parts: the first part, introduction: this part is mainly to raise questions, discuss the development and use of Liangshan Yi native art education value, on the basis of collecting information, to sort out the relevant research on the subject. Establish the definition of relevant concepts, the significance of research, research ideas and methods. The second part: on the basis of collecting relevant information, this paper analyzes the local art curriculum resources of Yi nationality in Liangshan, mainly from the overview, characteristics and classification of the local art resources of Yi nationality in Liangshan. Accumulate relevant materials for the later teaching program design and action research. The third part: the analysis of the educational connotation of Liangshan Yi native art, the Liangshan Yi native art is the symbol of Yi culture, the Liangshan Yi native art is from the natural aesthetic experience, the third part: Liangshan Yi native art education connotation analysis, Liangshan Yi native art is the symbol of Yi culture. The development and utilization of the native art of Liangshan Yi nationality is the appeal of educational value. The fourth part: the project design, take Taylor curriculum pattern as the starting point, separately designs the "Liangshan Yi native art curriculum resources development and the utilization" the goal, the content choice and the organization, the curriculum content implementation, the implementation appraisal. The fifth part: practice, action research and reflection. Through the previous curriculum design, teaching implementation and action research, timely detection of problems, reflection and feedback.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.955

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