本文選題：藝術(shù)碩士(MFA)　切入點(diǎn)：培養(yǎng)模式　出處：《東北師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：藝術(shù)碩士,英文名稱為Master of Fine Arts,簡(jiǎn)稱MFA,在歐美發(fā)達(dá)國(guó)家是一個(gè)發(fā)展較成熟的學(xué)位制度,其旨在培養(yǎng)藝術(shù)創(chuàng)作領(lǐng)域的高層次應(yīng)用型人才。我國(guó)針對(duì)當(dāng)前藝術(shù)領(lǐng)域研究生培養(yǎng)的弊端,借鑒了歐美這一學(xué)位制度,并于2005年設(shè)置了藝術(shù)碩士學(xué)位。目前,我國(guó)美術(shù)領(lǐng)域藝術(shù)碩士學(xué)位制度的發(fā)展還處于初級(jí)階段,對(duì)藝術(shù)碩士人才的培養(yǎng)還存在諸多問(wèn)題,主要表現(xiàn)為人才培養(yǎng)結(jié)構(gòu)松散,難成體系。各高校急需建立有效的藝術(shù)碩士人才培養(yǎng)模式,以確保我國(guó)高層次藝術(shù)人才輸出的質(zhì)量。面對(duì)藝術(shù)碩士這一非本土化的學(xué)位制度,對(duì)其人才培養(yǎng)模式的建構(gòu),首先要深入理解和把握歐美國(guó)家較完善的藝術(shù)碩士培養(yǎng)模式,進(jìn)而加快我們對(duì)藝術(shù)碩士培養(yǎng)模式探索的進(jìn)程。本文運(yùn)用比較的研究視角,選取美國(guó)芝加哥藝術(shù)學(xué)院為研究對(duì)象,著重探索其工作室藝術(shù)碩士培養(yǎng)模式的構(gòu)成及運(yùn)行,進(jìn)而形成對(duì)我國(guó)高校藝術(shù)碩士培養(yǎng)模式建構(gòu)的反思。基于以上研究思路,本文形成如下研究框架：引言部分,首先圍繞本文的研究問(wèn)題進(jìn)行“選題立意”的分析；其次通過(guò)對(duì)“研究現(xiàn)狀”的綜述總結(jié)本論文的研究基礎(chǔ)；最后闡述筆者針對(duì)這一研究問(wèn)題的“研究思路”。第一章芝加哥藝術(shù)學(xué)院藝術(shù)碩士學(xué)位定位及培養(yǎng)理念。第二章芝加哥藝術(shù)學(xué)院藝術(shù)碩士培養(yǎng)模式的靜態(tài)構(gòu)成。介紹芝加哥藝術(shù)學(xué)院藝術(shù)碩培養(yǎng)模式的四個(gè)構(gòu)成要素：培養(yǎng)目標(biāo),入學(xué)形式,培養(yǎng)方式,質(zhì)量評(píng)價(jià)。并詳細(xì)闡述各要素內(nèi)包含的子要素。第三章芝加哥藝術(shù)學(xué)院藝術(shù)碩士培養(yǎng)模式的運(yùn)作機(jī)制。分析芝加哥藝術(shù)學(xué)院藝術(shù)碩士培養(yǎng)模式中各要素的運(yùn)作機(jī)制,并將其總結(jié)為：目標(biāo)驅(qū)動(dòng)機(jī)制,協(xié)調(diào)發(fā)展機(jī)制和系統(tǒng)開(kāi)放機(jī)制。第四章芝加哥藝術(shù)學(xué)院藝術(shù)碩士培養(yǎng)模式實(shí)施條件。分析芝加哥藝術(shù)學(xué)院藝術(shù)碩士培養(yǎng)模式得以有效運(yùn)作的物質(zhì)條件和非物質(zhì)條件。第五章芝加哥藝術(shù)學(xué)院藝術(shù)碩士培養(yǎng)模式的特點(diǎn)及反思。站位于我國(guó)藝術(shù)碩士培養(yǎng)的現(xiàn)實(shí)情況,分析芝加哥藝術(shù)學(xué)院藝術(shù)碩士培養(yǎng)模式的特點(diǎn),并反思我國(guó)高校的藝術(shù)碩士培養(yǎng)模式的建構(gòu)。
[Abstract]:Master of Arts, the English name of Master of Fine Arts, is a mature degree system in developed countries in Europe and America. It aims to train high-level applied talents in the field of art creation. In view of the shortcomings of the current graduate training in the field of art, China has drawn lessons from the European and American degree system, and has set up a master's degree in art in 2005. The development of art master's degree system in our country is still in the primary stage. There are still many problems in the cultivation of art master's talents, mainly manifested in the loose structure of talent training. It is urgent for colleges and universities to establish an effective training model for master of art talents in order to ensure the quality of the export of high-level artistic talents. In the face of the non-native degree system of master of art, the construction of the training mode of art masters is necessary. First of all, we should deeply understand and grasp the more perfect training mode of master of art in Europe and America, and speed up the process of our exploration of the mode of training for master of art. This paper, from the perspective of comparative research, selects the Chicago Academy of Art as the object of study. This paper focuses on the composition and operation of the training mode of the master of art in the studio, and then forms a reflection on the construction of the training mode of the master of art in colleges and universities in China. Based on the above research ideas, this paper forms the following research framework: introduction, First of all, the paper analyzes the idea of topic selection around the research problems in this paper, and then summarizes the research basis of this paper by summarizing the current situation of the research. The first chapter is the orientation and training concept of the Master of Arts degree in Chicago Academy of Art. The second chapter is the static structure of the training mode of Master of Arts in Chicago Institute of Art. Four elements of the Art training Model of the Chicago Academy of Art: training objectives, The form of admission, the way of training, The third chapter is the operation mechanism of the art master training model of the Chicago Academy of Art, and analyzes the operation mechanism of each element in the art master training model of the Chicago Academy of Art. And summarized it as: goal driven mechanism, Coordinated development mechanism and open system mechanism. 4th conditions for the implementation of Chicago institute of art master of arts training model. Analysis of the effective operation of the Chicago institute of art master of arts model material and non-material conditions. Chapter 5th: characteristics and reflection of the training mode of Master of Arts in Chicago Academy of Art. Standing at the reality of Master of Arts training in China, This paper analyzes the characteristics of the training mode of the Master of Arts in the Chicago College of Art, and reflects on the construction of the training mode of the Master of Arts in China's colleges and universities.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：J0-4;G643

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