新疆地域文化传承与学校美术课程内容改革研究

发布时间：2018-06-20 21:57

本文选题：新疆地域文化 + 学校美术课程内容　；参考：《山东师范大学》2017年硕士论文

【摘要】：我国美术教育改革已经步入了核心素养时代,《国家中长期教育改革和发展规划纲要》(2010—2020年)对我国学校教育改革提出了新的要求,《国务院办公厅关于全面加强和改进学校美育工作的意见》(国办发[2015]71号)指出:“近年来,学校美育取得了较大进展,对提高学生审美与人文素养、促进学生全面发展发挥了重要作用。但总体上看,美育仍是整个教育事业中的薄弱环节。充分考虑地区差异,重点关注农村、边远、贫困和民族地区。”新疆地域辽阔,民族众多。一直以来,新疆地域都有明显的多民族多文化特征。因为地理位置和历史的缘故,新疆成为东西文明和文化的中转驿站,多种文化在此交融。广袤、苍茫、时间积淀与生命力量……独特的新疆地域文化随着时代的变迁,社会在不断地进步与发展,新疆地域文化更需要“取其精华,弃其糟粕”与时俱进的传承与发展。在全球化和大数据时代背景下,地域文化作为中华文的重要组成部分,在加速的变迁与消亡。以新疆地域文化的传承发展为方向的美术教育改革更是时代的需求,作为学校美术教育理当担负起传承新疆地域文化传承的重要责任。文化和学校课程之间的联系直接紧密,而地域文化和学校美术课程内容之间的联系也是密不可分,地域文化的成果表现以及其发展动力都离不开学校课程,而学校课程的进行则依赖于地域文化。为此,学校美术教育课程改革应完善新疆地域文化传承的课程内容,有效发掘丰富的地域文化课程资源,实施主题统整的课程组织形式,依托多样化的课程形式,以促进新疆地域文化在学校教育中的传承。本论文分为四章加以阐述。第一章对新疆地域文化及审美意识特点概述,界定地域文化的含义,从新疆地理自然生态和历史人文景观、新疆民族生产生活与语言文字、新疆民俗、新疆宗教、新疆民间艺术五个方面概述其特点。第二章分析了新疆地域文化传承面临的问题与挑战,论述了时代变迁与地域文化传承间的矛盾和新疆地域文化与学校美术课程的相互作用。第三章对新疆学校美术课程现状作出分析,通过对新疆学校美术课程开设现状、学校美术课程内容中的地域文化、部分学段基于新疆地域文化的美术课程内容建设等分析,总结出新疆地域文化传承在学校美术课程建设中面临的问题。第四章从进一步充实新疆地域文化在美术课程中的内容、探究新疆地域文化内容在美术课程中各学段间的衔接、注重加强美术课程中涉及新疆地域文化内容与其它学科相互渗透与融合、课程中新疆地域文化内容的选择、课程中新疆地域文化内容的组织五个方面对学校美术课程内容改革实践研究,最后对学校美术课程内容完善促进新疆地域文化传承进一步的思考。
[Abstract]:China's art education reform has entered the era of core literacy, the outline of the National medium and long term Education Reform and Development Plan 2010-2020) has put forward new requirements for the reform of Chinese school education, and the "General Office of the State Council" has put forward a comprehensive strengthening of the reform. And improving the work of Aesthetic Education in Schools. (issued by the State Affairs Office [2015] 71): "in recent years, Great progress has been made in aesthetic education in schools, which plays an important role in improving students' aesthetic and humanistic qualities and promoting their all-round development. But on the whole, aesthetic education is still the weak link in the whole education. Take full account of regional differences and focus on rural, remote, poor and ethnic areas. " Xinjiang has a vast territory and many nationalities. All along, Xinjiang region has obvious multi-ethnic and multi-cultural characteristics. Because of its geographical location and history, Xinjiang has become a transit station for eastern and western civilizations and cultures, where many cultures blend. Vast, time accumulation and life force. With the change of the times, the unique regional culture of Xinjiang is progressing and developing constantly. Xinjiang regional culture needs the inheritance and development of "taking its essence and abandoning its dregs" with the times. Under the background of globalization and big data era, regional culture, as an important part of Chinese language, is accelerating the change and extinction. The reform of art education in the direction of the inheritance and development of Xinjiang regional culture is the demand of the times. As a school art education, it should shoulder the important responsibility of inheriting Xinjiang regional culture. The relationship between culture and school curriculum is close, and the relationship between regional culture and school art curriculum content is also inseparable. The achievements of regional culture and its development power can not be separated from school curriculum. The school curriculum depends on regional culture. Therefore, the curriculum reform of school art education should perfect the curriculum content of Xinjiang regional culture inheritance, effectively excavate abundant regional culture curriculum resources, implement the integrated curriculum organization form of subject, and rely on the diversified curriculum form. In order to promote the inheritance of Xinjiang regional culture in school education. This paper is divided into four chapters. The first chapter summarizes the characteristics of Xinjiang regional culture and aesthetic consciousness, defines the meaning of regional culture, from Xinjiang geographical natural ecology and historical human landscape, Xinjiang national production, life and language, Xinjiang folk customs, Xinjiang religion, The characteristics of Xinjiang folk art are summarized in five aspects. The second chapter analyzes the problems and challenges faced by the inheritance of Xinjiang regional culture, discusses the contradiction between the change of times and the inheritance of regional culture and the interaction between Xinjiang regional culture and school art curriculum. The third chapter analyzes the present situation of Xinjiang school art curriculum, through the analysis of the present situation of Xinjiang school art curriculum, the regional culture in the school art curriculum content, and the construction of the art curriculum content based on Xinjiang regional culture in part. Summarizes the Xinjiang regional culture inheritance in the school art curriculum construction facing problems. The fourth chapter further enriches the content of Xinjiang regional culture in the art curriculum, and probes into the connection of Xinjiang regional culture content in the art curriculum. Pay attention to strengthening the content of Xinjiang regional culture and other disciplines in the art curriculum, and strengthen the selection of Xinjiang regional culture content in the course. In the course of Xinjiang regional culture content organization of five aspects of the school art curriculum content reform practice research, finally to improve the content of school art curriculum to promote Xinjiang regional cultural heritage further thinking.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.955

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