本文關(guān)鍵詞： 文化策略 傳統(tǒng)文化 幼兒美術(shù)教育 審美教育　出處：《杭州師范大學(xué)》2005年碩士論文　論文類型：學(xué)位論文

【摘要】：文化的發(fā)展是一個動態(tài)的過程,與時間性、歷史性息息相關(guān),并體現(xiàn)出自我超越、自我重建的特征。中國有著悠久而濃重的文化歷史,而在提倡文化的多元性與地域性的信息全球化時代,中國卻在世界多元文化格局中僅處于一種邊緣狀態(tài)。作為國人,必須以重振中國文化為己任,樹立“本土意識與地域意識的自覺”,依托傳統(tǒng)中的“本源”,重新審視我們自己的歷史和文化片斷,用開放的胸懷,以“中西互體互用”的方式,尋求文化輸出的契機,從而用可以傳輸?shù)默F(xiàn)代性話語,在國際文化中參與差異性對話。這就是我們的文化策略。 關(guān)于教育是一種改變社會的力量是普遍存在的信念,把藝術(shù)教育視作以其勃勃生機來活躍和平衡教育的方向盤是重建和推進社會文明的重要方式,在某種意義上,兒童藝術(shù)家甚至被認為是可以擔(dān)負起拯救社會的重任。本文試圖建立一種以人文教育為指導(dǎo),以藝術(shù)教育為核心、輻射各科教育的幼兒教育學(xué)科模式。該學(xué)科模式將積極利用傳統(tǒng)文化和民族精神的魅力,通過藝術(shù)教育讓幼兒在感知全球化文明的同時,從小樹立民族文化的自信心和自豪感,去參與全球性的文化交流；從小樹立既充分保持審美個性,又具有開放性與寬容性的全球性文化審美心態(tài) 本文提出的以審美教育為核心的幼兒美術(shù)教育學(xué)科模式,是以兒童中心論、學(xué)科本位論等學(xué)科理論作為基礎(chǔ)的綜合性幼兒美術(shù)教育理論；是以審美教育為核心,向認知教育、情感教育等方面延伸的一個學(xué)科模式。其以幼兒期認知方式與審美心理作為基礎(chǔ),對幼兒美術(shù)教育的課程設(shè)置、課程實施、教育過程的指導(dǎo)與評價等方面提出一個整體構(gòu)想與框架,并提出幼兒藝術(shù)教育應(yīng)從幼兒藝術(shù)技能、藝術(shù)批評、藝術(shù)史和美學(xué)等方面的內(nèi)容進行設(shè)置,應(yīng)符合現(xiàn)代幼兒的認知方式與審美趣味,符合幼兒期的審美偏愛與審美評價。該課程把教育內(nèi)容與形式分為藝術(shù)創(chuàng)作為主的創(chuàng)作課、批評與美學(xué)和藝術(shù)史學(xué)相結(jié)合的欣賞課。課堂上特別強調(diào)需要動手創(chuàng)作與安靜欣賞相結(jié)合,強調(diào)四位一體的思路在課堂上的綜合實現(xiàn)與相互滲透,使敏銳的藝術(shù)感與藝術(shù)創(chuàng)造之間貫通,形成整體性的藝術(shù)素質(zhì)。該課程還特別提出藝術(shù)教育與社會環(huán)境、人文環(huán)境的相互融合,例如,博物館教育、民風(fēng)民俗教育等等。 對于以審美教育為核心的現(xiàn)代幼兒美術(shù)教育的構(gòu)想與框架,該論文從美術(shù)教育的目的與任務(wù)、課程內(nèi)容、課程實施原則與方法、課程實施的組織指導(dǎo)與評價等方面提出了自己的設(shè)想。從而將文化策略滲透于幼兒美術(shù)教育課程提出了較為具體的規(guī)劃。
[Abstract]:The development of culture is a dynamic process, closely related to time and history, and embodies the characteristics of self-transcendence and self-reconstruction. China has a long and rich cultural history. However, in the era of information globalization, which advocates cultural pluralism and regionalism, China is only at the edge of the world's multicultural pattern. As a Chinese, it must take the revitalization of Chinese culture as its own responsibility. To set up the consciousness of local consciousness and regional consciousness, rely on the "origin" in the tradition, re-examine our own history and cultural fragments, use an open mind, and seek the opportunity of cultural output in the way of "mutual use of the Chinese and the West". Therefore, we can use the modern discourse which can be transmitted to participate in the dialogue of difference in international culture. This is our cultural strategy. The belief that education is a force that changes society is a universal belief that art education is regarded as the steering wheel of active and balanced education with its vitality is an important way to rebuild and promote social civilization, in a sense, Children artists are even considered to be able to shoulder the responsibility of saving society. This paper attempts to establish a kind of humanistic education as the guidance, art education as the core. The discipline model of early childhood education, which will actively utilize the charm of traditional culture and national spirit, will enable young children to develop self-confidence and pride in their national culture when they are aware of globalization and civilization at the same time as they are young. To participate in the global cultural exchange; to establish a global cultural aesthetic mentality that not only fully maintains aesthetic individuality, but also has openness and tolerance. The model of infant art education with aesthetic education as its core is a comprehensive theory of early childhood art education, which is based on the theory of child-centered, subject-oriented, aesthetic education, cognitive education and so on. Based on the cognitive style and aesthetic psychology of early childhood, the curriculum design and curriculum implementation of art education for young children are discussed. This paper puts forward an overall conception and framework for the guidance and evaluation of the educational process, and points out that the infant art education should be set up from the aspects of children's artistic skills, artistic criticism, art history and aesthetics, etc. It should accord with the cognitive style and aesthetic taste of modern children, aesthetic preference and aesthetic evaluation in infancy. This course divides the educational contents and forms into creative courses dominated by artistic creation. An appreciative class that combines criticism with aesthetics and art historiography. In class, special emphasis is placed on the need to combine hands-on creation with quiet appreciation, and on the comprehensive realization and mutual penetration of the four-in-one approach in the classroom. The course also puts forward the integration of art education and social environment and humanistic environment, such as museum education, folk custom education and so on. As for the conception and frame of modern art education of early childhood, which takes aesthetic education as the core, this paper focuses on the purpose and task of art education, the content of curriculum, the principles and methods of curriculum implementation. The organization guidance and evaluation of curriculum implementation and so on have put forward their own tentative plan, thus the cultural strategy permeates into the preschool fine arts education curriculum has proposed the more concrete plan.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2005
【分類號】：G613.6

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