本文關(guān)鍵詞： 異構(gòu)教育學(xué) 多學(xué)科學(xué)習(xí)　出處：《北京舞蹈學(xué)院學(xué)報》2017年03期 　論文類型：期刊論文

【摘要】：本文介紹了新加坡拉薩爾藝術(shù)學(xué)院運用在當(dāng)?shù)厮囆g(shù)部門和藝術(shù)教育部門開發(fā)的教學(xué)模式,在新加坡建立了一個完整系統(tǒng)的教學(xué)模式,那些兼職的藝術(shù)家們可以花適當(dāng)?shù)臅r間在公立和私立學(xué)校教學(xué),同時也可以有他們的藝術(shù)實踐活動。該模式通過量身定制的異構(gòu)教學(xué)法以統(tǒng)一視角解決了多種藝術(shù)形式。通過教育理論家溫格提出的"實踐社區(qū)"概念(1991),學(xué)生通過他們所學(xué)學(xué)科的視角對藝術(shù)教育及核心項目做出研究反應(yīng)。他們分享了教學(xué)法和研究意識形態(tài)的差異,異構(gòu)教育學(xué)在學(xué)科交叉合作中為最佳做法。核心素養(yǎng)旨在解決教育學(xué)和研究保持不變的同時藝術(shù)家們結(jié)合自己的學(xué)科所反應(yīng)的能力。結(jié)合肖恩的"反思性實踐者"模式(1987),學(xué)生以批判性思維不斷地從自己最佳的實踐藝術(shù)教學(xué)中回顧,從他們的學(xué)科以外的藝術(shù)家那里,也從眾多的藝術(shù)門類借鑒中創(chuàng)建跨藝術(shù)學(xué)科的共性并產(chǎn)生共鳴。新的知識是由學(xué)生從異構(gòu)教育學(xué)設(shè)置中分享自己藝術(shù)學(xué)科的創(chuàng)作理論。為應(yīng)對各種學(xué)科背景下的共同核心項目提供了一個協(xié)作和跨學(xué)科的工作。這種新的知識是共享的知識,并創(chuàng)設(shè)了學(xué)生不斷拓寬學(xué)科的界限,包括來自其他藝術(shù)學(xué)科學(xué)術(shù)研究的理論和實踐。新加坡拉薩爾藝術(shù)學(xué)院在藝術(shù)教育領(lǐng)域里的共性以及教學(xué)實踐中使用異構(gòu)教育學(xué)的模式,促進合作和跨學(xué)科的藝術(shù)交流,并在研究和實踐中創(chuàng)造的新方法。
[Abstract]:This paper introduces the teaching model developed by the Lassar Art Institute in Singapore, which is developed by the local art department and the art education department, and establishes a complete and systematic teaching model in Singapore. Part-time artists can spend appropriate time teaching in public and private schools. It can also have their art practice activities. This model overflows through customizing heterogeneous teaching methods to solve a variety of art forms from a unified perspective. Through the concept of "community of practice" proposed by educational theorist Ars 貓 ne Wenger (. (1991). Students react to art education and core projects through the perspective of their subjects. They share differences in pedagogy and ideologies. Isomeric pedagogy is best practice in interdisciplinary collaboration. Core literacy is designed to address the ability of artists to respond to pedagogy and research while combining their disciplines. Reflective Practitioners' Model (. (1987). Students constantly review their best practical art teaching with critical thinking, from artists outside their disciplines. New knowledge is shared by students from heterogeneous pedagogy settings. In order to deal with the background of various disciplines, students share their creative theory of art disciplines. The common core project provides a collaborative and interdisciplinary effort. This new knowledge is shared knowledge. And the creation of students to broaden the boundaries of the subject. Including the theory and practice of academic research from other art disciplines. The general character of Singapore LaSalle Art Institute in the field of art education and the use of heterogeneous pedagogy in teaching practice. Promote cooperation and cross-disciplinary artistic exchanges and create new methods in research and practice.
【作者單位】： 北京舞蹈學(xué)院人文學(xué)院;
【分類號】：G642;J0-4
【正文快照】： 【譯者簡介】梅雪,女,碩士,北京舞蹈學(xué)院人文學(xué)院講師,主要研究領(lǐng)域:中外舞蹈研究。*原文為2016國際藝術(shù)教育高端研討會(2016 World Arts Education Sunmmit)論文,原文作者凱·沃特金斯(KieWatkins)博士,新加坡拉薩爾藝術(shù)學(xué)院教授,藝術(shù)碩士教育與創(chuàng)意產(chǎn)業(yè)、傳媒實踐項目負責(zé)人，

本文編號：1454957