本文選題：初中　切入點：設(shè)計教育　出處：《鄭州大學(xué)》2017年碩士論文

【摘要】：設(shè)計教育對培養(yǎng)學(xué)生的創(chuàng)造性思維、空間知覺能力和審美能力具有重要作用。這一作用已經(jīng)引起了相關(guān)部門的高度的關(guān)注。2011年,我國制訂了關(guān)于義務(wù)教育的美術(shù)學(xué)習(xí)的相關(guān)文件(《義務(wù)教育美術(shù)課程標(biāo)準(zhǔn)(2011年版)》)中明確指出,改革的根本任務(wù)是促進學(xué)生的綜合發(fā)展,改變以前傳統(tǒng)的學(xué)習(xí)方式與方法,根據(jù)每個學(xué)生的綜合情況進行不同的教育方式,同時加強美術(shù)教育的學(xué)習(xí),對于美術(shù)學(xué)習(xí)進行了嚴(yán)格的劃分,注重美術(shù)的設(shè)計與應(yīng)用能力,這就說明,“設(shè)計·應(yīng)用”即初中設(shè)計教育已經(jīng)作為義務(wù)教育美術(shù)課程標(biāo)準(zhǔn)的四大體系之一。在《義務(wù)教育美術(shù)課程標(biāo)準(zhǔn)(2011年版)》頒布15年后的今天,義務(wù)教育階段中“設(shè)計教育”的落實情況、實施效果,以及學(xué)生是否認(rèn)同這種教學(xué)模式,是否真正認(rèn)真認(rèn)識到了新課程的指導(dǎo)思想和改革走向?帶著這樣的問題,作者開始了對鄭州市4所初中的283名同學(xué)進行問卷調(diào)查,及對10位美術(shù)教師進行了訪談。通過這些調(diào)研,筆者發(fā)現(xiàn)鄭州市初中設(shè)計教育的不足主要體現(xiàn)在四個方面:設(shè)計課程學(xué)習(xí)時間短,設(shè)計科目枯燥乏味,教學(xué)方式?jīng)]有新意,設(shè)計課程材料單一以及設(shè)計課程資源開發(fā)利用較少。造成這些不足的原因主要是:設(shè)計課程的開設(shè)得不到應(yīng)有的重視、設(shè)計課程經(jīng)費嚴(yán)重不足以及現(xiàn)在教師存在普遍的“鐵飯碗”現(xiàn)象,從而導(dǎo)致部分教師的惰性。當(dāng)前我國初中階段的設(shè)計教育還處于初步發(fā)展階段,與西方發(fā)達國家設(shè)計教育的進展相比,還有很大的差距。筆者對四個發(fā)達國家初中設(shè)計教育的經(jīng)驗進行梳理,它們是首開設(shè)計教育的德國、青出于“德”而勝于“德”的美國、二次工業(yè)革命后設(shè)計教育飛速發(fā)展的英國以及有著鮮明設(shè)計風(fēng)格的日本,它們的共同經(jīng)驗是:注重培養(yǎng)中小學(xué)年齡階段學(xué)生的創(chuàng)造力;經(jīng)常組織學(xué)生參加展覽與比賽,以激勵法促使學(xué)生進行創(chuàng)造設(shè)計;積極借鑒他國的先進經(jīng)驗,但是又不僅僅止步于借鑒,而是與本國的傳統(tǒng)文化結(jié)合起來進行因地制宜的設(shè)計教學(xué),形成統(tǒng)一的全民設(shè)計教學(xué)。通過對鄭州市初中設(shè)計教育現(xiàn)狀的分析和對西方發(fā)達國家初中設(shè)計教育經(jīng)驗的借鑒,筆者對鄭州市初中設(shè)計教育進一步發(fā)展的建議如下:更新設(shè)計教育的教學(xué)理念、遵循設(shè)計教育的教學(xué)原則、豐富設(shè)計教育的教學(xué)內(nèi)容、提升設(shè)計教師的教學(xué)能力、建立有效的設(shè)計教育評價體系。對于傳統(tǒng)的教育理念進行改革,采用先進的教育教學(xué)的方式,豐富教學(xué)的內(nèi)容,加強教師素質(zhì)培養(yǎng),建立有效的設(shè)計教育評價體系等。對于還處于起步階段的我國初中設(shè)計教育而言,需要理論建構(gòu)和實踐探索的雙重推進。只有這樣,初中設(shè)計教育才能有質(zhì)的飛躍,才能充分發(fā)揮設(shè)計教育在培養(yǎng)全面發(fā)展的人才的應(yīng)有價值和重要作用。
[Abstract]:Design education to cultivate students' creative thinking, which plays an important role in spatial perception ability and aesthetic ability. This effect has attracted the attention of the relevant departments of.2011, China's development of compulsory education in the arts learning related documents ("compulsory education art curriculum standard (2011 Edition) >) clearly pointed out. The basic task of the reform is to comprehensively promote the development of students, change the traditional learning mode and method, different way of education according to the situation of each student, while strengthening the art education for learning, learning of art were strictly divided, pay attention to the design and application of the ability of art, which shows that the design and application" the junior middle school education has been designed as one of the four major system of compulsory education course standard of art. In "art curriculum standards of compulsory education (2011 Edition) > issued today after 15 years, The stage of compulsory education in "design education" implementation, implementation effect, and the students agree with the teaching mode, whether really realized the guiding ideology and the new curriculum reform to? With these questions, the author started 283 students from 4 junior high schools in Zhengzhou city were investigated with questionnaire, and on the 10 art teachers are interviewed. Through these research, the author found that the lack of design of junior middle school education in Zhengzhou city is mainly reflected in four aspects: curriculum design short learning time, design subjects boring, no new teaching methods, curriculum design and design of single material curriculum resources development and utilization is less. The causes of these issues is the main reason: design the course is not given much attention, design a serious shortage of funds and now teachers are generally "a secure job" phenomenon, resulting in some of the teachers Inert. Design education of current our country middle school is still in the preliminary stage of development, compared with the progress of design education in western developed countries, there is a big gap. The experience of the junior high school of design education in four developed countries to sort out, which is the first design education in Germany, green for "Virtue" rather than "de" the rapid development of education, design two times after the industrial revolution in Britain and Japan has a distinctive design style, common experience they are paying attention to the training of primary and secondary school age students creativity; often organize students to participate in the exhibition and competition, to encourage students to create incentive method design; actively learn from the advanced experience of other countries. But it is not just stop at the reference, but with their traditional culture combined with the design of teaching conditions, the formation of the national unified teaching design. Based on Zhengzhou City The status quo analysis and design education of junior high school education in western developed countries design experience, the further development of the junior middle school education in Zhengzhou, the design suggestions are as follows: update the design education teaching philosophy, teaching the principles of design education, design education enrich the teaching content, enhance the teaching ability of teachers, the establishment of design education evaluation the system of effective reform. The traditional concept of education, the advanced education teaching mode, enrich the teaching content, enhancing the quality of teachers training, the establishment of an effective design of educational evaluation system for junior high school in China design education is still in the starting stage, need to promote dual theory exploration construction and practice. Only in this way design, junior high school education can have a qualitative leap, in order to give full play to the design education in the cultivation of all-round talents should be valuable and important for Use.

【學(xué)位授予單位】：鄭州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.955

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