多元文化视角下中职公共艺术课程设计研究

发布时间：2018-05-28 06:18

本文选题：多元文化 + 中职公共艺术课程　；参考：《云南民族大学》2017年硕士论文

【摘要】：多元文化是世界各国业已存在的文化事实,多元文化间的相互融通是时代的潮流与趋势。多元文化是教育的责任与使命,是人的文化素养,也是一种思维方式。文化是艺术的本体,艺术是文化的精华,艺术教育必然跟随文化的嬗变发生合理的应变,实现人与社会的价值。“适者生存,美者优存”的社会发展趋势使得中职教育不能局限在狭隘的技术教育层面,而应重视学生审美素养的提升,注重技术教育与艺术教育的统一,实现“技术性”与“人文性”的统一,用艺术审美精致专业技术,从粗憨、实用转向追求精细、美感,培养精益求精的具有“工匠精神”的高素质技术技能人才,让中职学生始于求其“适”,进而求其“美”,从“生存”转向“优存”。2013年,教育部颁布《中等职业学校公共艺术课程教学大纲》,明确将公共艺术课程作为中等职业学校学生必修的一门公共基础课。艺术课程是艺术教育的核心,艺术课程设计是课程教学的首要环节,直接影响艺术教育教学质量,而现有研究中关于公共艺术课程设计的研究较少。多元文化作为一种思维方式为艺术课程设计提供广阔的研究视角,反之,艺术课程设计能使多元文化成为可能。综上所述,在多元文化视角下讨论中职公共艺术课程设计问题迫在眉睫。除绪论部分,全文一共分为五个部分:第一部分是总论部分,探讨了多元文化对艺术教育的影响。首先,多元文化促进艺术教育思维方式的变革,即从一元思维转向多元思维,讨论了艺术与人生、艺术与文化、艺术与科学以及艺术与美学的关系,为艺术教育的发展提供更多的选择性、多样性和创造性,实际内涵了艺术课程与师生、艺术课程与文化、艺术课程与专业课程、艺术课程与美学文本的关系。其次,多元文化推进了艺术教育模式的变革,具体来说,促进艺术教育目标的扩展与深入,注重人文情感性与社会功利性的平衡;保证公共艺术课程设置的连贯性与综合性,保持“纵向有序,横向丰裕”的状态;促进艺术教学模式的多样化与个性化以及艺术教学评价的主体性与过程性,保证艺术教育的动态可持续发展,推动“人生艺术化”的实现。第二部分,展开对中职公共艺术课程的现状调查与分析。本研究选取云南X中职学校为调研学校,因为该校十分重视公共艺术课程,其课程设置较为合理,课程资源比较丰富,并且根据国家公共艺术课程教学大纲及国规版教材,结合地区和学校特点开发了公共艺术教材。课程只有涉及人时才会存在,教师与学生是课程最重要的主体。为了深入调查,分别设计师生问卷、编制师生访谈提纲。文中详细论述了教师与学生两个层面实证研究设计。围绕教师对公共艺术课程的认识,针对艺术课程教师、专业课程教师以及其它文化基础课程教师三类教师展开调查;对于学生层面,基于“三维课程目标”,围绕学生学习公共艺术课程的效果展开调查。运用spss进行数据分析,得出较为详细的调查结论,并分别分析教师层面与学生层面存在的现实问题与原因。第三部分,确定多元文化视角下中职公共艺术课程设计的价值取向。在课程与人(师生)、文化、美学文本关联性的基础上,从费孝通先生“各美其美,美人之美,美美与共,天下大同”的“多元一体”的文化自觉理论,提出个人文化自觉的重要性。人的文化自觉性首先体现在人对自身的认识,人总是按美的规律塑造自己,“美”使认识自我这一过程得以实现。“以人为本”是公共艺术课程观念和价值追求,“审美”是艺术的核心与本质,艺术、课程同人的生命、生活息息相关,综合考虑社会发展、学生需求、学科特性,确立生命美学与生活美学为公共艺术课程设计价值取向,是现实的需要也是理想的可能,实现“各美其美”的诗意人生到“美美与共”的和谐社会。第四部分,建构多元文化视角下中职公共艺术课程设计路径。以生命的完整性与现实性为课程设计的逻辑起点,以“间性”基础上多元主体的交往与对话为过程考量,以追求生命之美与生活之美为课程设计的理想归宿,确定了公共艺术课程设计的思路。通过对“三维目标”、“五i”与“七i”课程观辩证地认识与借鉴,基于艺术鉴赏的审美心理分析,确定了公共艺术课程的目标要素,结合中国传统文化对“方”与“圆”的偏好,构建了“外圆内方”的公共艺术课程目标模型,设计了详细的“六i”课程目标,即智慧(intelligence)、交往(interaction)、兴趣(interest)、直觉(intuition)、想象(imagination)、理解(interpretation),其中“智慧”为总目标,是真善美的统一、理想人格的体现;交往、兴趣、直觉、想象、理解为分目标,也是达成智慧的要素。交往是根本,兴趣是动力,直觉、想象、理解既是审美的三阶段也是审美能力的结构。基于“六i”课程目标,确定了“博”、“雅”、“通”的课程内容三原则,强调公共艺术课程内容的丰富性、审美性、完整性。设计了“多维度比较组织”、“按主题组织”、“按工作任务组织”三种组织方式,并针对三种方式设计了具体的案例。第五部分,论述多元文化视角下对中职公共艺术课程设计的思考和建议。首先,提出了“以人为核心”、“有所为而有所不为”、“生成性过程”三个在课程设计过程中应当注意的重点问题,为公共艺术课程的发展提供启示性与选择性。其次,结合实地调查与设计经验,为公共艺术课程设计者提出了两点建议,任课教师作为最直接的课程设计者,为促进任课教师的专业发展,教师在注重知识积累与美学素养提升的同时,也要注重多角色转换与多主体的交流。
[Abstract]:Multiculturalism is a cultural fact that has already existed in all countries of the world. The mutual integration of multiculturalism is the trend and trend of the times. Multiculturalism is the responsibility and mission of education. It is the cultural accomplishment of man and a way of thinking. Culture is the noumenon of art, art is the essence of culture, and the art education must follow the evolution of culture. The social development trend of "the survival of the fittest and the superior survival of the United States" makes the secondary vocational education not limited to the narrow technical education level, but should pay attention to the improvement of students' aesthetic quality, pay attention to the unification of technical education and art education, realize the unification of "technical" and "Humanistic", and use art trial. Beautiful and refined professional technology, from the rough and simple, practical to the pursuit of fine, aesthetic, and improve the "craftsman spirit" of high-quality technical skills, let secondary vocational students begin to seek their "fitness", and then seek the "beauty", from "survival" to "excellent storage".2013 years, the Ministry of Education promulgated < secondary vocational school teaching public art course teaching. The syllabus clearly regards the public art course as a compulsory public basic course for the students of secondary vocational schools. The art curriculum is the core of the art education. The design of the art curriculum is the primary link of the course teaching, which directly affects the quality of the teaching of art education. However, there are few studies on the design of public art courses in the present study. In order to provide a broad perspective for the design of art curriculum design for a kind of thinking mode, on the contrary, the art curriculum design can make the multicultural possible. In summary, it is imminent to discuss the design of the curriculum of the public art in the secondary vocational school. The full text is divided into five parts except the introduction part: the first part is the general part. The influence of multiculturalism on art education. First, multiculturalism promotes the transformation of the thinking mode of art education, that is, from one element thinking to multiple thinking, the relationship between art and life, art and culture, art and science, and art and aesthetics, to provide more selectivity, diversity and creativity for the development of art education. The interrelationship between art curriculum and teachers and students, art curriculum and culture, art courses and professional courses, the relationship between art courses and aesthetic texts. Secondly, multiculturalism has promoted the reform of the art education model, specifically, promoting the expansion and deepening of the art education goal, paying attention to the balance between the humanistic emotion and social utilitarianism, and ensuring the public art. The continuity and comprehensiveness of the curriculum, maintaining the state of "vertical and horizontal and abundant", promoting the diversification and individualization of the art teaching mode and the subjectivity and process of the evaluation of art teaching, ensuring the dynamic and sustainable development of the art education, and promoting the realization of the "art of life". The second part is to develop the secondary vocational public. This study selects the Yunnan X secondary vocational school as the research school, because the school attaches great importance to the public art course, its curriculum is more reasonable, the curriculum resources are more abundant, and the public art is developed according to the national public art curriculum and the national standard edition, and the characteristics of the region and the school. Teachers and students are the most important subjects of the course only when it involves people. In order to make a thorough investigation, we design the questionnaire of teachers and students and make an outline of interviews with teachers and students. In this paper, the two levels of empirical research and design of teachers and students are discussed in detail. Three classes of teachers and other teachers of cultural basic courses are investigated. On the student level, based on the "three dimensional curriculum goal", the results of the students' learning of public art courses are investigated. The data analysis is carried out by SPSS to get a more detailed investigation conclusion, and to analyze the existence of the teacher level and the student level respectively. The third part determines the value orientation of the curriculum design of the secondary vocational public art under the multicultural perspective. On the basis of the relationship between the curriculum and people (teachers and students), culture and aesthetic texts, the theory of cultural consciousness of "pluralistic unity" of Mr. Fei Xiaotong "beauty beauty, beauty and beauty, beauty and communism in the world" is put forward. The importance of human cultural consciousness. Human cultural consciousness is first reflected in human cognition. People always shape themselves according to the law of beauty. "Beauty" makes the process of understanding self realized. "People-oriented" is the curriculum concept and value pursuit of public art. "Aesthetics" is the core and essence of art, art, and curriculum of the same person. Life is closely related to life, considering social development, students' needs, subject characteristics, establishing life aesthetics and life aesthetics as the value orientation of the design of public art curriculum. It is the need of reality and the possibility of ideal. The poetic life of "beauty and beauty" can be realized to the harmonious society of "beauty and the common". The fourth part constructs a multicultural view. With the integrity and reality of life as the logical starting point of the curriculum design with the integrity and reality of life, it takes the intercourse and dialogue of multiple subjects on the basis of "intersex" as the process, and seeks the ideal destination of the beauty of life and the beauty of life, and determines the idea of the design of the public art curriculum. Three dimensional target "," five I "and" seven I "course view dialectical understanding and reference, based on the aesthetic psychological analysis of art appreciation, determined the target elements of the public art curriculum, combined with the Chinese traditional culture of" square "and" round "preference, constructed the" round inside "the public art course target model, designed the detailed" six ". I "curriculum aims, intelligence, interaction, interest, intuition, intuition, imagination, and understanding (Interpretation), in which" wisdom "is the general goal, the unity of truth, goodness and beauty, the embodiment of the ideal personality, communication, interest, intuition, imagination, understanding as the sub goal, and the elements of wisdom. Communication is the element of wisdom. Basically, interest is power, intuition, imagination, understanding is both the three stage of aesthetic and the structure of aesthetic ability. Based on the course goal of "six I", the course content of "Bo", "elegance" and "Tong" are determined by the three principles, emphasizing the richness, aesthetics and integrity of the course content of the public art. Organization "," organized according to the task of organization "three organizational ways, and designed specific cases for three ways. The fifth part of the multicultural perspective on the design of secondary vocational public art curriculum design and suggestions. First, put forward the" human core "," something is not for "," generative process "in the course of three in the course The key problems that should be paid attention to in the process of design will provide inspiration and selectivity for the development of public art courses. Secondly, combined with field investigation and design experience, two suggestions are put forward for the designers of public art courses. While accumulating and improving aesthetic quality, we should also pay attention to multi role transformation and multi subject communication.
【学位授予单位】：云南民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G712.3

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