發(fā)布時(shí)間：2018-06-22 02:53

  本文選題：人本主義 + 中學(xué)美術(shù)　； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：人本主義學(xué)習(xí)理論是于20世紀(jì)西方國家中產(chǎn)生的重要課程理論,其打破了第二次科技革命后僵化的研究理念,在師生觀、教學(xué)觀、課程觀以及評(píng)價(jià)觀等方面提出了獨(dú)到見解。以學(xué)生為主體,倡導(dǎo)通過有意義學(xué)習(xí)來實(shí)現(xiàn)學(xué)生的自我價(jià)值是人本主義的重要理念。此外,美術(shù)學(xué)科有其特殊性,作為一門人文學(xué)科,其課程內(nèi)容涵蓋了社會(huì)生活的方方面面,是對(duì)學(xué)生進(jìn)行美育、德育乃至智育的良好途徑,因此將人本主義引入中學(xué)美術(shù)教學(xué)有其可行性和必要性。本文在全面解讀人本主義學(xué)習(xí)理論的基礎(chǔ)上,積極探求提升中學(xué)美術(shù)教學(xué)的有效方法,并將教學(xué)實(shí)踐中的嘗試作為案例,以求對(duì)美術(shù)教育工作者有所啟發(fā)。本文主體共四部分,第一部分概述了人本主義學(xué)習(xí)理論,包括人本主義學(xué)習(xí)理論產(chǎn)生的歷史背景、代表人物,重點(diǎn)總結(jié)了人本主義學(xué)習(xí)理論的師生觀、教學(xué)觀、課程觀以及評(píng)價(jià)觀。第二部分總結(jié)了當(dāng)前美術(shù)教學(xué)的現(xiàn)狀及問題,并運(yùn)用問卷調(diào)查和訪談的方法分析了問題產(chǎn)生的原因。第三部分運(yùn)用人本主義學(xué)習(xí)理論的相關(guān)主張,力圖從教學(xué)觀念、教學(xué)目標(biāo)、教學(xué)方法、課程資源、教師及評(píng)價(jià)等方面解決、改進(jìn)中學(xué)美術(shù)教學(xué),提出了自身見解。第四分部列舉了我在教育實(shí)踐中運(yùn)用人本主義理論教學(xué)的成功案例。
[Abstract]:Humanism learning theory is an important curriculum theory that emerged in the western countries in the 20th century. It breaks the rigid research idea after the second science and technology revolution, and puts forward some original opinions on the views of teachers and students, teaching, curriculum and evaluation. It is an important idea of humanism to advocate the realization of students' self-worth through meaningful learning. In addition, the art subject has its particularity, as a humanities subject, its curriculum content covers all aspects of social life, which is a good way to carry out aesthetic education, moral education and even intellectual education for students. Therefore, it is feasible and necessary to introduce humanism into art teaching in middle schools. Based on the comprehensive interpretation of the humanistic learning theory, this paper actively explores the effective methods to promote the fine arts teaching in middle schools, and takes the teaching practice as a case in order to enlighten the fine arts educators. The first part summarizes the theory of humanism learning, including the historical background of the emergence of the theory of humanism learning, the representative characters, and summarizes the view of teachers and students and the view of teaching of the theory of humanism learning. Curriculum view and evaluation view. The second part summarizes the present situation and problems of art teaching, and analyzes the causes of the problems by means of questionnaire and interview. In the third part, the author tries to solve the problem from the aspects of teaching concept, teaching goal, teaching method, curriculum resources, teachers and evaluation by using the theory of humanism learning, and puts forward his own opinion on how to improve the art teaching in middle school. The fourth part enumerates my successful cases of applying humanism theory in educational practice.
【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

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 何志武;;人本主義教育理論的主要觀點(diǎn)及其應(yīng)用[J];重慶科技學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2010年11期

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本文編號(hào)：2051239