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基于创造力培养的小学跨学科艺术融合课程研究

【作者】 傅芳

【导师】 王牧华;

【作者基本信息】 西南大学, 课程与教学论, 2017, 硕士

【摘要】 艺术融合课程是将艺术内容或形式融合到语文、数学、英语、科学等非艺术学科当中的一种特殊的跨学科整合课程。它不是国内通常意义上的“艺术课程”(对艺术学科音乐、美术、舞蹈、戏剧等的内部整合)或“艺术教育”(Arts Education);也不是对传统艺术教育的取代,将艺术课程完全压缩到其他学科的课程中。而是将艺术融合作为一种提高学生在非艺术学科课程学习中的积极性和参与度的教学策略的创新课程,使学生跨学科学习,增加知识的广度和思考的深度,以提高学生的实践能力和创造力。当今社会,知识和创新能力的应用已然成为推动国家发展的主要动力,如何培养出具有创造力的人才成为了各国关注的焦点。培养学生的创造精神、开发学生的创造力是当代教育的重要目标之一。课程是教育的核心,是实现教育目的的重要途径,因此,如何开展课程以促进学生创造力的发展成为了当代学者研究的重要话题。长期以来,学校普遍重视学生智力发展,而忽视学生的艺术潜能和创造力培养。时代的发展对教育提出了更高的要求,课程的主要目的不再是为学生提供考试内容,教学的主要任务不再是帮助学生积累知识,而是发展思维,培养学生的多元智能,特别是创造力。艺术本身就是一种创造,是对社会文化生活的形象概括,与创造力具有内在一致性。美国哈佛大学就在《零点项目》中研究发现,艺术教育落后、科技人员艺术素质偏低是导致美国空间技术落后于前苏联的主要原因。因此如何在开展教育的同时,整合艺术的成分,提高学生的创造力显得尤为重要。本文将从此出发,深入研究艺术融合课程在国内外的开展情况,并结合相关理论和实践案例研究,分析出跨学科艺术融合课程的内涵、目标、内容和实施评价,探索艺术融合课程在践行过程中所面临的挑战,并尝试提出相关改进策略。本文将分为以下几个部分:第一部分,导论。系统分析了国内外课程整合的研究现状和发展趋势,介绍了跨学科艺术融合课程的发展和研究现状,并在此基础上提出本论文的目的和意义。第二部分,跨学科艺术融合课程的内涵与特点。分析了跨学科艺术融合课程产生的背景,对其内涵和特点进行了详细的阐述,并对跨学科艺术融合课程的结构进行了整体全面的介绍。第三部分,小学跨学科艺术融合课程的目标。分析了小学生创造力培养作为艺术融合课程目标的合理性和现实性。从而进一步阐述了基于创造力培养的小学跨学科艺术融合课程开展的目标内容。第四部分,小学跨学科艺术融合课程的内容分析。对艺术融合课程内容的选择和组织的方法、原则进行说明,并结合相关案例展开分析。第五部分,小学跨学科艺术融合课程的实施。结合相关案例和课堂观察,从课程的导入环节、知识建构环节、巩固拓展环节、课堂评价环节四个方面对课程的实施过程和方式进行介绍。第六部分,小学跨学科艺术融合课程的评价。说明评价的目的、原则和整体标准,并结合案例总结了几种常用的评价方式。第七部分,小学跨学科艺术融合课程研究的反思与改进策略。根据深入学校的观察调研结果,分析出当下跨学科艺术融合课程开展缓慢的问题所在,并结合自己的所见所思提出艺术融合课程践行和推广的改进建议。

【Abstract】 The curriculum of arts integration is a kind of new special integrated curriculum, which integrated arts into inartistic discipline, such as language arts, math, science and so on. It is different with Comprehensive Art Course!( The internal integration between music, visual art, dance, drama and other arts disciplines) or Arts Education! as we always know. And it#s not to replace the traditional arts education, or completely compress arts curriculum learning into other disciplines. But it put arts integration as a strategy to improve students# enthusiasm and participation in inartistic discipline class. Through interdisciplinary arts integration, students can learning widely and deeply, then improve students’ practical ability and creativity.In today’s society, the application of knowledge and innovation has become the main motive force of promoting national development. How to cultivate creative talents has become the focus of concern. The cultivation of students’ creative spirit and ability is one of the most important goals of contemporary education. Curriculum is the core of education, is an important way to realize the purpose of education. Therefore, how to carry out the curriculum to promote the development of students’ creativity has become an important topic of contemporary scholars.For a long time, schools generally attach importance to intellectual development of students, while ignoring students’ art potential and creativity cultivation. The development of the times puts forward higher requirements for education$the main objective of the course is no longer offered examination content for students, the main task of teaching is no longer help students accumulate knowledge, but the development of thinking, cultivation of students’ multiple intelligences, especially creativity. Through the "zero point" research project, Harvard University founded that, the main cause that American space technology left behind Soviet is the lack of arts education. Thus how to carry out education with the integration of art composition at the same time, and improve students’ artistic accomplishment and creative thinking ability is very important.On the basis of all above, this paper studies the development situation of arts integration at home and abroad. Combining with the related theory and practice research, analyze the curriculum connotation, objectives, content, implementation and evaluation of arts integration. Then explore difficulties during the process of arts integration practice, and try to put forward relevant improvement strategies. This paper will be divided into the following parts:The first part is the introduction. Systematically analyze the research status and development trend of the integrated courses at home and abroad, introduce the development and research status of interdisciplinary art integration curriculum, and put forward the purpose and significance of this thesis.The second part is the connotation and characteristics of curriculum of Interdisciplinary Arts Integration!. Analysis the background of interdisciplinary art integration, and introduce its connotation, characteristic and component in detail.The third part is the main goals of Interdisciplinary Art Curriculum integration in primary school. Elaborate the rationality and feasibility of taking the students’ creativity cultivation as the goal of arts integration. Then further more elaborated the goals of arts integration curriculum based on the cultivation of creativity in primary school.The fourth part is the content curriculum of interdisciplinary arts integration. Combined with relevant cases analysis, introduce the methods and principles of selection and organization for arts integration curriculum.The fifth part is the implementation of interdisciplinary arts integration curriculum. With the demonstration of relevant cases and classroom observation, introduce the implementation method and process from four part: introduction, building knowledge, consolidate and evaluation in class.The sixth part is the evaluation of interdisciplinary arts integration curriculum. Elaborate the purpose, principles and standard of curriculum evaluation, and introduces several commonly used evaluation methods for arts integration.The seventh part is the reflection and improvement strategies for curriculum of arts integration. According to the observation results from schools, analyze the current practice problems of interdisciplinary arts curriculum in its development process, and put forward some suggestions to improve and promote the practice of arts integration curriculum.

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  • 【网络出版投稿人】 西南大学
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