不同教育政策視角下的兩岸小學(xué)書法教育
發(fā)布時(shí)間：2018-12-15 09:45
【摘要】：大陸與臺(tái)灣同生一根,同出一源,不管是在藝術(shù)、經(jīng)濟(jì)還是在文化、教育方面都有著千絲萬縷的密切聯(lián)系。兩岸書法教育政策的出臺(tái)可以看作是課程改革的產(chǎn)物,集中體現(xiàn)了書法教育的理念和重點(diǎn),也呈現(xiàn)出不同政治、經(jīng)濟(jì)制度和文化意識(shí)形態(tài)下的制度差異及特色。本文通過對(duì)兩岸小學(xué)書法教育綱領(lǐng)性文件,即臺(tái)灣推行的《書法教學(xué)改進(jìn)方案》及大陸實(shí)施的《中小學(xué)書法教育指導(dǎo)綱要》進(jìn)行對(duì)比,掌握兩岸不同書法教育在執(zhí)行中的潛在意識(shí)形態(tài)。在此基礎(chǔ)之上選取大陸現(xiàn)行《義務(wù)教育語文課程標(biāo)準(zhǔn)(2011年版)》與臺(tái)灣《國民中小學(xué)九年一貫課程綱要語文學(xué)習(xí)領(lǐng)域(國語文)》中關(guān)于書法教學(xué)的內(nèi)容進(jìn)行對(duì)比,力求分析兩岸在教育政策制定上的差異。本文采用文獻(xiàn)法和比較法等研究方法,主要從兩岸書法教育政策發(fā)展沿革入手,并對(duì)現(xiàn)行的小學(xué)語文教育指導(dǎo)綱要中書法教育教學(xué)相關(guān)的課程定位、課程理念、教材編寫、教學(xué)實(shí)施建議等方面進(jìn)行具體對(duì)比分析。兩岸課程標(biāo)準(zhǔn)的制定不僅有許多相似之處,也不乏眾多差異。在課程定位和課程理念方面,兩岸都將書法教育當(dāng)作語文學(xué)科教學(xué)的一部分,但因兩岸教學(xué)方式的不同,在具體教學(xué)內(nèi)容和制定上存在不同。大陸注重書法對(duì)民族認(rèn)同感的影響,臺(tái)灣則注重書法技能的培育。在教材編寫和教學(xué)實(shí)施建議方面,兩岸都對(duì)教材的制定方向和規(guī)范性提出要求,在教學(xué)實(shí)施方面兩岸分學(xué)段制定具體教學(xué)計(jì)劃,對(duì)書法的教學(xué)實(shí)施起到很好的指導(dǎo)作用。最后,以兩岸書法教育政策的差異為依據(jù),指出當(dāng)下小學(xué)書法教學(xué)在具體實(shí)施方面出現(xiàn)的問題,并提出解決方案,為書法在小學(xué)階段的課程改革提出合理建議,促進(jìn)兩岸書法在小學(xué)階段的教學(xué)。
[Abstract]:The mainland and Taiwan share one root and the same source, both in art, economy, culture and education. The introduction of calligraphy education policy on both sides of the strait can be regarded as the product of curriculum reform, which embodies the concept and emphasis of calligraphy education, and also presents the differences and characteristics of different political, economic systems and cultural ideologies. This paper compares the programmatic documents of primary school calligraphy education on both sides of the Taiwan Strait, that is, the "calligraphy Teaching improvement Program" implemented in Taiwan, and the "guiding outline of calligraphy Education in Primary and Middle Schools" implemented by the mainland. Grasp the different calligraphy education in the implementation of the potential ideology. On this basis, the current Chinese Curriculum Standard for compulsory Education in mainland China (2011 Edition) is compared with the contents of calligraphy teaching in the Chinese learning field (Chinese language) in Taiwan's Nine-Year Curriculum outline for National Primary and Middle Schools. Strive to analyze the differences between the two sides of the strait in the formulation of education policy. This paper adopts the methods of literature and comparison, mainly from the development of calligraphy education policy on both sides of the strait, and the curriculum orientation, curriculum concept and textbook compilation of calligraphy education teaching in the current guiding outline of primary school Chinese education. The teaching implementation suggestion and so on aspect carries on the concrete contrast analysis. The formulation of cross-strait curriculum standards not only has many similarities, but also many differences. In the aspect of curriculum orientation and curriculum concept, both sides of the strait regard calligraphy education as a part of Chinese subject teaching, but because of the different teaching methods between the two sides of the Taiwan Strait, there are differences in the specific teaching content and formulation. The mainland pays attention to the influence of calligraphy on national identity, while Taiwan pays attention to the cultivation of calligraphy skills. In the aspects of textbook compilation and teaching implementation suggestions, both sides of the strait request the direction and standardization of textbook formulation. In teaching implementation, both sides of the strait draw up specific teaching plan, which plays a good guiding role in calligraphy teaching implementation. Finally, on the basis of the differences in calligraphy education policies between the two sides of the strait, the paper points out the problems existing in the practical implementation of calligraphy teaching in primary schools, and puts forward solutions, so as to put forward reasonable suggestions for the curriculum reform of calligraphy at the primary school stage. To promote the teaching of calligraphy in primary school.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.75
本文編號(hào)：2380432
[Abstract]:The mainland and Taiwan share one root and the same source, both in art, economy, culture and education. The introduction of calligraphy education policy on both sides of the strait can be regarded as the product of curriculum reform, which embodies the concept and emphasis of calligraphy education, and also presents the differences and characteristics of different political, economic systems and cultural ideologies. This paper compares the programmatic documents of primary school calligraphy education on both sides of the Taiwan Strait, that is, the "calligraphy Teaching improvement Program" implemented in Taiwan, and the "guiding outline of calligraphy Education in Primary and Middle Schools" implemented by the mainland. Grasp the different calligraphy education in the implementation of the potential ideology. On this basis, the current Chinese Curriculum Standard for compulsory Education in mainland China (2011 Edition) is compared with the contents of calligraphy teaching in the Chinese learning field (Chinese language) in Taiwan's Nine-Year Curriculum outline for National Primary and Middle Schools. Strive to analyze the differences between the two sides of the strait in the formulation of education policy. This paper adopts the methods of literature and comparison, mainly from the development of calligraphy education policy on both sides of the strait, and the curriculum orientation, curriculum concept and textbook compilation of calligraphy education teaching in the current guiding outline of primary school Chinese education. The teaching implementation suggestion and so on aspect carries on the concrete contrast analysis. The formulation of cross-strait curriculum standards not only has many similarities, but also many differences. In the aspect of curriculum orientation and curriculum concept, both sides of the strait regard calligraphy education as a part of Chinese subject teaching, but because of the different teaching methods between the two sides of the Taiwan Strait, there are differences in the specific teaching content and formulation. The mainland pays attention to the influence of calligraphy on national identity, while Taiwan pays attention to the cultivation of calligraphy skills. In the aspects of textbook compilation and teaching implementation suggestions, both sides of the strait request the direction and standardization of textbook formulation. In teaching implementation, both sides of the strait draw up specific teaching plan, which plays a good guiding role in calligraphy teaching implementation. Finally, on the basis of the differences in calligraphy education policies between the two sides of the strait, the paper points out the problems existing in the practical implementation of calligraphy teaching in primary schools, and puts forward solutions, so as to put forward reasonable suggestions for the curriculum reform of calligraphy at the primary school stage. To promote the teaching of calligraphy in primary school.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.75
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，本文編號(hào)：2380432
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