本文選題：美術(shù)教材　切入點(diǎn)：分析比較　出處：《陜西師范大學(xué)》2015年碩士論文

【摘要】：教材是課程內(nèi)容的重要載體,是連接教師教學(xué)和學(xué)生學(xué)習(xí)的主要媒介,在基礎(chǔ)教育課程改革中占有重要地位。2011年國(guó)家教育部門(mén)頒布了修訂后的《義務(wù)教育美術(shù)課程標(biāo)準(zhǔn)》(2011年版),這次修訂是在2001年頒布的《全日制義務(wù)教育美術(shù)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》的基礎(chǔ)上進(jìn)行的,是對(duì)其的補(bǔ)充和完善。在此基礎(chǔ)上,2012年初全國(guó)有十余套新版初中美術(shù)教材陸續(xù)出版發(fā)行。本文選取2012年,經(jīng)全國(guó)中小學(xué)教材審定委員會(huì)審定通過(guò)的人民美術(shù)版、人民教育版、湖南美術(shù)版、浙江人民美術(shù)版、河北美術(shù)版、江西美術(shù)版、嶺南美術(shù)版、山東教育版、江蘇少年兒童版,共九套初中美術(shù)教材進(jìn)行比較研究。論文主要從教材的體系結(jié)構(gòu)、內(nèi)容編選、插圖、欄目設(shè)置、知識(shí)個(gè)案五個(gè)方面對(duì)教材進(jìn)行比較。通過(guò)對(duì)九套教材多維度的比較研究,歸納總結(jié)各套教材編寫(xiě)的共性及差異,現(xiàn)行教材存在的問(wèn)題,未來(lái)我國(guó)美術(shù)教材編寫(xiě)和發(fā)展的新趨向等。通過(guò)比較,旨在解決我國(guó)基礎(chǔ)教育改革中出現(xiàn)的教材繁多,每套教材有自己的特點(diǎn),但是沒(méi)有從教育改革的實(shí)際情況對(duì)教科書(shū)提出一些指導(dǎo)性的編寫(xiě)建議等實(shí)際問(wèn)題。通過(guò)比較研究發(fā)現(xiàn)：(1)體系結(jié)構(gòu)方面：各套教材都在不同程度上體現(xiàn)了以學(xué)生為本的思想。體系結(jié)構(gòu)組織靈活多樣,但也存在著差異,如：各版教材前置結(jié)構(gòu)和后置結(jié)構(gòu)的科學(xué)性和完整性不同；主體結(jié)構(gòu)的嚴(yán)謹(jǐn)性和系統(tǒng)性不同；同一知識(shí)點(diǎn)在教材中編排結(jié)構(gòu)不同等。(2)內(nèi)容編選方面：各版教材內(nèi)容貼近學(xué)生生活,注重內(nèi)容的基礎(chǔ)性和實(shí)用性；注重學(xué)習(xí)方式的轉(zhuǎn)變,凸顯生本意識(shí)；注重創(chuàng)新精神和綜合實(shí)踐能力培養(yǎng)；注重學(xué)科的知識(shí)與技能,體現(xiàn)過(guò)程與方法；注重弘揚(yáng)優(yōu)秀民族文化、體現(xiàn)中國(guó)特色,同時(shí)也注重世界文化的多樣性。差異性體現(xiàn)在：各版教材內(nèi)容編寫(xiě)側(cè)重點(diǎn)不同；內(nèi)容的可操作性不同；與其他學(xué)科聯(lián)系方式不同；內(nèi)容的探究性與啟發(fā)性不同等。(3)欄目設(shè)置方面：各版教材的欄目設(shè)置都體現(xiàn)了課程標(biāo)準(zhǔn)對(duì)教材編寫(xiě)的要求；問(wèn)題設(shè)計(jì)注重貼近學(xué)生生活,注重對(duì)學(xué)生探究性思維和創(chuàng)意思維的培養(yǎng)；各版教材都很重視實(shí)踐練習(xí)部分內(nèi)容,內(nèi)容設(shè)計(jì)體現(xiàn)了新課改精神。差異性體現(xiàn)在：欄目設(shè)置的完整性和引導(dǎo)性不同；問(wèn)題設(shè)計(jì)的數(shù)量和結(jié)構(gòu)層次不同；問(wèn)題的探究性與啟發(fā)性不同；各版本教材實(shí)踐練習(xí)的容量不同；評(píng)價(jià)方式不同、側(cè)重點(diǎn)、以及評(píng)價(jià)的詳細(xì)程度不同等。(4)插圖方面：各套教材總體上都注重對(duì)插圖的使用,但各種類型插圖使用的數(shù)量和比例不同；封面插圖和目錄插圖的設(shè)計(jì)不同；插圖的排版及色彩配置不同等。(5)知識(shí)個(gè)案方面：各版教材編選有很多相同內(nèi)容,在課題的分布方面大部分教材都能按照學(xué)生的認(rèn)知水平循序漸進(jìn)編排內(nèi)容。差異性體現(xiàn)在：對(duì)知識(shí)點(diǎn)的引入方式不同；課文穿插的內(nèi)容不同；內(nèi)容可操作與趣味性等各不相同。通過(guò)對(duì)九套教材的分析比較,依據(jù)義務(wù)教育美術(shù)課程標(biāo)準(zhǔn)的精神,對(duì)我國(guó)現(xiàn)行九套初中美術(shù)教材的繼續(xù)完善提出了一些建議：(1)根據(jù)現(xiàn)代教材觀,科學(xué)規(guī)劃教材的體系結(jié)構(gòu)；(2)增強(qiáng)教材內(nèi)容的探究性與啟發(fā)性；(3)以學(xué)生自主學(xué)習(xí)為基點(diǎn),完善和調(diào)整教材的欄目設(shè)置；(4)按照新課程標(biāo)準(zhǔn)編寫(xiě)教材,科學(xué)定位各學(xué)習(xí)領(lǐng)域的角色地位；(5)視覺(jué)文化時(shí)代下的美術(shù)教材編寫(xiě)建議；
[Abstract]:The textbook is an important carrier of the curriculum, is the main media to connect teaching and learning, plays an important role in.2011 State Department of education in the basic education curriculum reform of compulsory education "issued standard of art curriculum revised" (2011 Edition), the amendment was enacted in 2001 the "Full-time Compulsory Education Art curriculum standard (experiment draft) for > basis, is to supplement and perfect it. On this basis, at the beginning of 2012 national ten new edition junior high school art textbooks published one after another. This paper selected in 2012 by the national primary and secondary school textbooks approved by the Committee of the people's fine arts, People Education Edition, Hunan Art Edition, Zhejiang people's Fine Arts Edition, Hebei Art Edition, Jiangxi Art Edition, south of the Five Ridges Art Education Edition, Shandong edition, Jiangsu children's edition, a total of nine sets of junior high school art textbooks comparative study. This paper mainly from the textbook The system structure, content selection, illustrations, columns, compared to the five aspects of knowledge teaching case. Through the comparative study of the nine sets of teaching materials with multi dimensions, summarized similarities and differences summary of various sets of teaching materials, the problem existing in the current textbooks, the future of China's fine arts teaching materials and the development of the new trend. By comparison, to solve China's basic education reform in teaching material is various, each material has its own characteristics, but did not put forward some instructive suggestions on textbook compilation and other practical problems from the actual situation of the education reform. Through the comparative study found that: (1) architecture: each set of teaching materials in different degrees on the student-centered idea. The structure is flexible, but there are also differences, such as different versions pre and post structure structure scientific and integrity; the main structure Rigorous and systematic; the same knowledge arrangement in the textbook structure is different. (2) edited content: the textbooks content close to the student life, pay attention to the content and practical; pay attention to the transformation of learning style, highlighting the students consciousness; cultivate the spirit of innovation and practical ability; pay attention to knowledge and skills of subject, process and method; pay attention to carry forward the excellent national culture, embodies the China characteristics, but also pay attention to the cultural diversity of the world. The differences reflected in the textbooks written content is different; operation of the different is different from other disciplines; contact; the content of inquiry and inspiration different. (3) columns: the textbooks columns are reflected in the curriculum standards of textbook compilation requirements; design focus on close to the student life, pay attention to the students. The cultivation of thinking and creative thinking; the textbooks have paid great attention to practice part, content design embodies the spirit of the new curriculum reform. The differences reflected in the columns of the integrity and guidance of different quantity and structure; design different levels; inquiry and Inspiration of the practice; practice the capacity of different versions of textbooks; evaluation of different ways, with emphasis, and the degree of evaluation is different. (4) illustrated: in each set of textbooks generally focus on the use of illustrations, but the number of various types of illustrations and the use of different proportion; design the cover illustrations and directory illustrations of typography and illustrations are different; the different color configuration. (5): the case of knowledge edition textbooks have many of the same content, in the distribution of most textbooks to the students' cognitive level arranged in step by step . the differences reflected in different points of knowledge introduction; text interspersed with different content; content operation and interest of each are not identical. Based on the analysis of the nine sets of textbooks, on the basis of the compulsory education course standard of art spirit, to our country present nine sets of junior high school art textbooks continue to put forward some suggestions perfect: (1) according to the modern teaching concept, system structure of scientific planning materials; (2) inquiry and inspiration to enhance the teaching content; (3) to the students' autonomous learning as the starting point, set up to improve and adjust the teaching program; (4) according to the new curriculum standard textbooks, the role of scientific orientation field of study; (5) suggested writing in the era of visual culture art materials;

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.955

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