本文選題：多元文化 + 中職公共藝術(shù)課程��； 參考：《云南民族大學(xué)》2017年碩士論文

【摘要】：多元文化是世界各國(guó)業(yè)已存在的文化事實(shí),多元文化間的相互融通是時(shí)代的潮流與趨勢(shì)。多元文化是教育的責(zé)任與使命,是人的文化素養(yǎng),也是一種思維方式。文化是藝術(shù)的本體,藝術(shù)是文化的精華,藝術(shù)教育必然跟隨文化的嬗變發(fā)生合理的應(yīng)變,實(shí)現(xiàn)人與社會(huì)的價(jià)值�！斑m者生存,美者優(yōu)存”的社會(huì)發(fā)展趨勢(shì)使得中職教育不能局限在狹隘的技術(shù)教育層面,而應(yīng)重視學(xué)生審美素養(yǎng)的提升,注重技術(shù)教育與藝術(shù)教育的統(tǒng)一,實(shí)現(xiàn)“技術(shù)性”與“人文性”的統(tǒng)一,用藝術(shù)審美精致專業(yè)技術(shù),從粗憨、實(shí)用轉(zhuǎn)向追求精細(xì)、美感,培養(yǎng)精益求精的具有“工匠精神”的高素質(zhì)技術(shù)技能人才,讓中職學(xué)生始于求其“適”,進(jìn)而求其“美”,從“生存”轉(zhuǎn)向“優(yōu)存”。2013年,教育部頒布《中等職業(yè)學(xué)校公共藝術(shù)課程教學(xué)大綱》,明確將公共藝術(shù)課程作為中等職業(yè)學(xué)校學(xué)生必修的一門公共基礎(chǔ)課。藝術(shù)課程是藝術(shù)教育的核心,藝術(shù)課程設(shè)計(jì)是課程教學(xué)的首要環(huán)節(jié),直接影響藝術(shù)教育教學(xué)質(zhì)量,而現(xiàn)有研究中關(guān)于公共藝術(shù)課程設(shè)計(jì)的研究較少。多元文化作為一種思維方式為藝術(shù)課程設(shè)計(jì)提供廣闊的研究視角,反之,藝術(shù)課程設(shè)計(jì)能使多元文化成為可能。綜上所述,在多元文化視角下討論中職公共藝術(shù)課程設(shè)計(jì)問題迫在眉睫。除緒論部分,全文一共分為五個(gè)部分:第一部分是總論部分,探討了多元文化對(duì)藝術(shù)教育的影響。首先,多元文化促進(jìn)藝術(shù)教育思維方式的變革,即從一元思維轉(zhuǎn)向多元思維,討論了藝術(shù)與人生、藝術(shù)與文化、藝術(shù)與科學(xué)以及藝術(shù)與美學(xué)的關(guān)系,為藝術(shù)教育的發(fā)展提供更多的選擇性、多樣性和創(chuàng)造性,實(shí)際內(nèi)涵了藝術(shù)課程與師生、藝術(shù)課程與文化、藝術(shù)課程與專業(yè)課程、藝術(shù)課程與美學(xué)文本的關(guān)系。其次,多元文化推進(jìn)了藝術(shù)教育模式的變革,具體來說,促進(jìn)藝術(shù)教育目標(biāo)的擴(kuò)展與深入,注重人文情感性與社會(huì)功利性的平衡;保證公共藝術(shù)課程設(shè)置的連貫性與綜合性,保持“縱向有序,橫向豐�！钡臓顟B(tài);促進(jìn)藝術(shù)教學(xué)模式的多樣化與個(gè)性化以及藝術(shù)教學(xué)評(píng)價(jià)的主體性與過程性,保證藝術(shù)教育的動(dòng)態(tài)可持續(xù)發(fā)展,推動(dòng)“人生藝術(shù)化”的實(shí)現(xiàn)。第二部分,展開對(duì)中職公共藝術(shù)課程的現(xiàn)狀調(diào)查與分析。本研究選取云南X中職學(xué)校為調(diào)研學(xué)校,因?yàn)樵撔Ｊ种匾暪菜囆g(shù)課程,其課程設(shè)置較為合理,課程資源比較豐富,并且根據(jù)國(guó)家公共藝術(shù)課程教學(xué)大綱及國(guó)規(guī)版教材,結(jié)合地區(qū)和學(xué)校特點(diǎn)開發(fā)了公共藝術(shù)教材。課程只有涉及人時(shí)才會(huì)存在,教師與學(xué)生是課程最重要的主體。為了深入調(diào)查,分別設(shè)計(jì)師生問卷、編制師生訪談提綱。文中詳細(xì)論述了教師與學(xué)生兩個(gè)層面實(shí)證研究設(shè)計(jì)。圍繞教師對(duì)公共藝術(shù)課程的認(rèn)識(shí),針對(duì)藝術(shù)課程教師、專業(yè)課程教師以及其它文化基礎(chǔ)課程教師三類教師展開調(diào)查;對(duì)于學(xué)生層面,基于“三維課程目標(biāo)”,圍繞學(xué)生學(xué)習(xí)公共藝術(shù)課程的效果展開調(diào)查。運(yùn)用spss進(jìn)行數(shù)據(jù)分析,得出較為詳細(xì)的調(diào)查結(jié)論,并分別分析教師層面與學(xué)生層面存在的現(xiàn)實(shí)問題與原因。第三部分,確定多元文化視角下中職公共藝術(shù)課程設(shè)計(jì)的價(jià)值取向。在課程與人(師生)、文化、美學(xué)文本關(guān)聯(lián)性的基礎(chǔ)上,從費(fèi)孝通先生“各美其美,美人之美,美美與共,天下大同”的“多元一體”的文化自覺理論,提出個(gè)人文化自覺的重要性。人的文化自覺性首先體現(xiàn)在人對(duì)自身的認(rèn)識(shí),人總是按美的規(guī)律塑造自己,“美”使認(rèn)識(shí)自我這一過程得以實(shí)現(xiàn)�！耙匀藶楸尽笔枪菜囆g(shù)課程觀念和價(jià)值追求,“審美”是藝術(shù)的核心與本質(zhì),藝術(shù)、課程同人的生命、生活息息相關(guān),綜合考慮社會(huì)發(fā)展、學(xué)生需求、學(xué)科特性,確立生命美學(xué)與生活美學(xué)為公共藝術(shù)課程設(shè)計(jì)價(jià)值取向,是現(xiàn)實(shí)的需要也是理想的可能,實(shí)現(xiàn)“各美其美”的詩(shī)意人生到“美美與共”的和諧社會(huì)。第四部分,建構(gòu)多元文化視角下中職公共藝術(shù)課程設(shè)計(jì)路徑。以生命的完整性與現(xiàn)實(shí)性為課程設(shè)計(jì)的邏輯起點(diǎn),以“間性”基礎(chǔ)上多元主體的交往與對(duì)話為過程考量,以追求生命之美與生活之美為課程設(shè)計(jì)的理想歸宿,確定了公共藝術(shù)課程設(shè)計(jì)的思路。通過對(duì)“三維目標(biāo)”、“五i”與“七i”課程觀辯證地認(rèn)識(shí)與借鑒,基于藝術(shù)鑒賞的審美心理分析,確定了公共藝術(shù)課程的目標(biāo)要素,結(jié)合中國(guó)傳統(tǒng)文化對(duì)“方”與“圓”的偏好,構(gòu)建了“外圓內(nèi)方”的公共藝術(shù)課程目標(biāo)模型,設(shè)計(jì)了詳細(xì)的“六i”課程目標(biāo),即智慧(intelligence)、交往(interaction)、興趣(interest)、直覺(intuition)、想象(imagination)、理解(interpretation),其中“智慧”為總目標(biāo),是真善美的統(tǒng)一、理想人格的體現(xiàn);交往、興趣、直覺、想象、理解為分目標(biāo),也是達(dá)成智慧的要素。交往是根本,興趣是動(dòng)力,直覺、想象、理解既是審美的三階段也是審美能力的結(jié)構(gòu)�；凇傲鵬”課程目標(biāo),確定了“博”、“雅”、“通”的課程內(nèi)容三原則,強(qiáng)調(diào)公共藝術(shù)課程內(nèi)容的豐富性、審美性、完整性。設(shè)計(jì)了“多維度比較組織”、“按主題組織”、“按工作任務(wù)組織”三種組織方式,并針對(duì)三種方式設(shè)計(jì)了具體的案例。第五部分,論述多元文化視角下對(duì)中職公共藝術(shù)課程設(shè)計(jì)的思考和建議。首先,提出了“以人為核心”、“有所為而有所不為”、“生成性過程”三個(gè)在課程設(shè)計(jì)過程中應(yīng)當(dāng)注意的重點(diǎn)問題,為公共藝術(shù)課程的發(fā)展提供啟示性與選擇性。其次,結(jié)合實(shí)地調(diào)查與設(shè)計(jì)經(jīng)驗(yàn),為公共藝術(shù)課程設(shè)計(jì)者提出了兩點(diǎn)建議,任課教師作為最直接的課程設(shè)計(jì)者,為促進(jìn)任課教師的專業(yè)發(fā)展,教師在注重知識(shí)積累與美學(xué)素養(yǎng)提升的同時(shí),也要注重多角色轉(zhuǎn)換與多主體的交流。
[Abstract]:Multiculturalism is a cultural fact that has already existed in all countries of the world. The mutual integration of multiculturalism is the trend and trend of the times. Multiculturalism is the responsibility and mission of education. It is the cultural accomplishment of man and a way of thinking. Culture is the noumenon of art, art is the essence of culture, and the art education must follow the evolution of culture. The social development trend of "the survival of the fittest and the superior survival of the United States" makes the secondary vocational education not limited to the narrow technical education level, but should pay attention to the improvement of students' aesthetic quality, pay attention to the unification of technical education and art education, realize the unification of "technical" and "Humanistic", and use art trial. Beautiful and refined professional technology, from the rough and simple, practical to the pursuit of fine, aesthetic, and improve the "craftsman spirit" of high-quality technical skills, let secondary vocational students begin to seek their "fitness", and then seek the "beauty", from "survival" to "excellent storage".2013 years, the Ministry of Education promulgated < secondary vocational school teaching public art course teaching. The syllabus clearly regards the public art course as a compulsory public basic course for the students of secondary vocational schools. The art curriculum is the core of the art education. The design of the art curriculum is the primary link of the course teaching, which directly affects the quality of the teaching of art education. However, there are few studies on the design of public art courses in the present study. In order to provide a broad perspective for the design of art curriculum design for a kind of thinking mode, on the contrary, the art curriculum design can make the multicultural possible. In summary, it is imminent to discuss the design of the curriculum of the public art in the secondary vocational school. The full text is divided into five parts except the introduction part: the first part is the general part. The influence of multiculturalism on art education. First, multiculturalism promotes the transformation of the thinking mode of art education, that is, from one element thinking to multiple thinking, the relationship between art and life, art and culture, art and science, and art and aesthetics, to provide more selectivity, diversity and creativity for the development of art education. The interrelationship between art curriculum and teachers and students, art curriculum and culture, art courses and professional courses, the relationship between art courses and aesthetic texts. Secondly, multiculturalism has promoted the reform of the art education model, specifically, promoting the expansion and deepening of the art education goal, paying attention to the balance between the humanistic emotion and social utilitarianism, and ensuring the public art. The continuity and comprehensiveness of the curriculum, maintaining the state of "vertical and horizontal and abundant", promoting the diversification and individualization of the art teaching mode and the subjectivity and process of the evaluation of art teaching, ensuring the dynamic and sustainable development of the art education, and promoting the realization of the "art of life". The second part is to develop the secondary vocational public. This study selects the Yunnan X secondary vocational school as the research school, because the school attaches great importance to the public art course, its curriculum is more reasonable, the curriculum resources are more abundant, and the public art is developed according to the national public art curriculum and the national standard edition, and the characteristics of the region and the school. Teachers and students are the most important subjects of the course only when it involves people. In order to make a thorough investigation, we design the questionnaire of teachers and students and make an outline of interviews with teachers and students. In this paper, the two levels of empirical research and design of teachers and students are discussed in detail. Three classes of teachers and other teachers of cultural basic courses are investigated. On the student level, based on the "three dimensional curriculum goal", the results of the students' learning of public art courses are investigated. The data analysis is carried out by SPSS to get a more detailed investigation conclusion, and to analyze the existence of the teacher level and the student level respectively. The third part determines the value orientation of the curriculum design of the secondary vocational public art under the multicultural perspective. On the basis of the relationship between the curriculum and people (teachers and students), culture and aesthetic texts, the theory of cultural consciousness of "pluralistic unity" of Mr. Fei Xiaotong "beauty beauty, beauty and beauty, beauty and communism in the world" is put forward. The importance of human cultural consciousness. Human cultural consciousness is first reflected in human cognition. People always shape themselves according to the law of beauty. "Beauty" makes the process of understanding self realized. "People-oriented" is the curriculum concept and value pursuit of public art. "Aesthetics" is the core and essence of art, art, and curriculum of the same person. Life is closely related to life, considering social development, students' needs, subject characteristics, establishing life aesthetics and life aesthetics as the value orientation of the design of public art curriculum. It is the need of reality and the possibility of ideal. The poetic life of "beauty and beauty" can be realized to the harmonious society of "beauty and the common". The fourth part constructs a multicultural view. With the integrity and reality of life as the logical starting point of the curriculum design with the integrity and reality of life, it takes the intercourse and dialogue of multiple subjects on the basis of "intersex" as the process, and seeks the ideal destination of the beauty of life and the beauty of life, and determines the idea of the design of the public art curriculum. Three dimensional target "," five I "and" seven I "course view dialectical understanding and reference, based on the aesthetic psychological analysis of art appreciation, determined the target elements of the public art curriculum, combined with the Chinese traditional culture of" square "and" round "preference, constructed the" round inside "the public art course target model, designed the detailed" six ". I "curriculum aims, intelligence, interaction, interest, intuition, intuition, imagination, and understanding (Interpretation), in which" wisdom "is the general goal, the unity of truth, goodness and beauty, the embodiment of the ideal personality, communication, interest, intuition, imagination, understanding as the sub goal, and the elements of wisdom. Communication is the element of wisdom. Basically, interest is power, intuition, imagination, understanding is both the three stage of aesthetic and the structure of aesthetic ability. Based on the course goal of "six I", the course content of "Bo", "elegance" and "Tong" are determined by the three principles, emphasizing the richness, aesthetics and integrity of the course content of the public art. Organization "," organized according to the task of organization "three organizational ways, and designed specific cases for three ways. The fifth part of the multicultural perspective on the design of secondary vocational public art curriculum design and suggestions. First, put forward the" human core "," something is not for "," generative process "in the course of three in the course The key problems that should be paid attention to in the process of design will provide inspiration and selectivity for the development of public art courses. Secondly, combined with field investigation and design experience, two suggestions are put forward for the designers of public art courses. While accumulating and improving aesthetic quality, we should also pay attention to multi role transformation and multi subject communication.
【學(xué)位授予單位】：云南民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G712.3

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