【摘要】：十三五規(guī)劃明確提出了“創(chuàng)新”是打造發(fā)展的新引擎,是引領(lǐng)發(fā)展的第一動(dòng)力。而作為國家發(fā)展根本的教育,加強(qiáng)其創(chuàng)新機(jī)制亦是當(dāng)務(wù)之急。研究表明創(chuàng)造性思維就是創(chuàng)新能力的核心所在,創(chuàng)造性思維是一種具有獨(dú)創(chuàng)性、創(chuàng)見性的探索未知事物的高級(jí)復(fù)雜的思維方式[1]。而美術(shù)教育由于其獨(dú)特的思維方式,豐富的想象力與具有實(shí)踐性的創(chuàng)作過程,在培養(yǎng)創(chuàng)造性思維方面有著不可取代的獨(dú)特作用,并有著巨大的優(yōu)勢。發(fā)達(dá)國家甚至把美術(shù)教育幾乎等同于創(chuàng)造教育,認(rèn)為美術(shù)教育是培養(yǎng)學(xué)生審美與創(chuàng)造性思維的首選方式。與此同時(shí),美術(shù)教育還有利于提高人的空間想象力,這對培養(yǎng)有管理能力的復(fù)合性創(chuàng)新人才作用極大。比如史蒂夫·喬布斯,雖然中途退學(xué)但他仍堅(jiān)持修了被稱為美國大學(xué)最好的字體設(shè)計(jì)課程,這對其創(chuàng)業(yè)及一生影響極大,從他的身上就能明顯的看到美術(shù)教育的重要性與優(yōu)勢所在。美術(shù)教育中的圖形創(chuàng)意課程概念及教學(xué)方法從國外引入我國已二十余年,現(xiàn)已成為中國各大學(xué)和大專院校設(shè)計(jì)專業(yè)的一門重要專業(yè)基礎(chǔ)課程。圖形創(chuàng)意與以往強(qiáng)調(diào)造型能力的美術(shù)教育和設(shè)計(jì)課程最大不同之處在于強(qiáng)調(diào)學(xué)生頭腦的快速反應(yīng)訓(xùn)練,重視學(xué)生的思維創(chuàng)新能力培養(yǎng)。14歲以下中小學(xué)階段的學(xué)生,是被醫(yī)學(xué)界定義為“兒童”的人群,此階段的學(xué)生思維活躍,他們寶貴的好奇心與創(chuàng)造力需要被保護(hù)與引導(dǎo),嘗試把圖形創(chuàng)意的相應(yīng)內(nèi)容引入兒童美術(shù)教育不僅可以使此階段兒童不受制于造型約束自由完成創(chuàng)作,培養(yǎng)良好的藝術(shù)素質(zhì),而且可以使他們的想象力得以保護(hù),創(chuàng)造性思維與創(chuàng)新能力得以大大提高。本文主要通過三大部分進(jìn)行課題研究:一、圖形創(chuàng)意課程有利于創(chuàng)造性思維的培養(yǎng);二、圖形創(chuàng)意設(shè)計(jì)在兒童美術(shù)教育中的創(chuàng)新優(yōu)勢;三、兒童美術(shù)教育中圖形創(chuàng)意的課程設(shè)計(jì)研究。本文首先對圖形創(chuàng)意課程進(jìn)行研究,探究其與創(chuàng)造性思維之間的關(guān)系,分析將其引入中小學(xué)教育的可行性與優(yōu)勢所在,并結(jié)合當(dāng)今中小學(xué)美術(shù)教育現(xiàn)狀特別是缺陷進(jìn)行研究,最后針對兒童特點(diǎn)對在中小學(xué)開設(shè)的圖形創(chuàng)意課程進(jìn)行課程設(shè)計(jì)。
[Abstract]:The 13th Five-Year Plan clearly put forward that "innovation" is a new engine of development and the first motive force to lead development. As the basic education of national development, it is urgent to strengthen its innovation mechanism. The research shows that creative thinking is the core of creative ability, and creative thinking is an advanced and complex way of thinking with originality and originality to explore unknown things. Because of its unique mode of thinking, rich imagination and practical creative process, art education plays an irreplaceable role in cultivating creative thinking and has great advantages. The developed countries even equate art education with creative education, and think that art education is the preferred way to cultivate students' aesthetic and creative thinking. At the same time, art education is also helpful to improve people's space imagination, which plays a great role in training compound creative talents with management ability. Steve Jobs, for example, dropped out of school but insisted on taking what is known as the best typeface design course in American universities, which has had a huge impact on entrepreneurship and life. From his body can obviously see the importance and advantages of art education. The concept and teaching method of graphic creative course in art education have been introduced into China for more than 20 years. It has become an important basic course of design major in Chinese universities and colleges. The greatest difference between graphic creativity and the art education and design courses that emphasized the ability of modeling in the past lies in the emphasis on the training of students' brains for rapid reaction, and on the cultivation of students' creative ability of thinking. They are people who are defined as "children" by the medical world. Students at this stage are active in thinking, and their precious curiosity and creativity need to be protected and guided. Trying to introduce the corresponding content of graphic creativity into children's art education can not only make the children at this stage free from the constraints of modeling, but also cultivate good artistic quality and protect their imagination. Creative thinking and creative ability can be greatly improved. This article mainly carries on the research through three main parts: first, the graphic creative curriculum is advantageous to the cultivation of the creative thinking; second, the graphic creative design in the children's art education innovation superiority; third, Research on Curriculum Design of graphic creativity in Children's Art Education. This paper first studies the graphic creative curriculum, explores the relationship between it and creative thinking, analyzes the feasibility and advantages of introducing it into primary and secondary education, and studies the present situation of art education in primary and secondary schools, especially its defects. Finally, according to the characteristics of children, the graphic creative curriculum in primary and secondary schools is designed.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.955

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 向素杰;圖形創(chuàng)意的聯(lián)想方法[J];中山大學(xué)學(xué)報(bào)論叢;2003年02期

2 施肖錚;常規(guī)求異,反向突破——關(guān)于圖形創(chuàng)意[J];常州信息職業(yè)技術(shù)學(xué)院學(xué)報(bào);2004年04期

3 王興永;談圖形創(chuàng)意的思維模式[J];徐州教育學(xué)院學(xué)報(bào);2004年04期

4 蘇目水;;設(shè)計(jì)中的圖形創(chuàng)意本質(zhì)探源[J];鄖陽師范高等�？茖W(xué)校學(xué)報(bào);2006年05期

5 王強(qiáng);朱正倫;沙強(qiáng);;圖形創(chuàng)意課程對創(chuàng)新人才的培養(yǎng)作用[J];高校教育管理;2008年06期

6 許倩菁;;啟發(fā)式教學(xué)在圖形創(chuàng)意課中的有效應(yīng)用[J];科教文匯(中旬刊);2009年02期

7 胡波;;圖形創(chuàng)意檢核體系的可行性研究[J];科教文匯(下旬刊);2009年04期

8 徐琳;;淺談圖形設(shè)計(jì)中的圖形創(chuàng)意[J];雞西大學(xué)學(xué)報(bào);2009年05期

9 周凱;;圖形創(chuàng)意課教學(xué)初探[J];教育與教學(xué)研究;2010年01期

10 龔瑩瑩;;淺析圖形創(chuàng)意教學(xué)的實(shí)踐研究[J];讀與寫(教育教學(xué)刊);2011年07期

相關(guān)會(huì)議論文 前1條

1 陳瑩;;關(guān)于圖形創(chuàng)意的教學(xué)理念探討[A];首屆中國高校美術(shù)與設(shè)計(jì)論壇論文集（上）[C];2010年

相關(guān)重要報(bào)紙文章 前2條

1 劉境奇;緊扣主題展開想象[N];中國包裝報(bào);2004年

2 俞愛芳;聯(lián)想與想象[N];美術(shù)報(bào);2002年

相關(guān)碩士學(xué)位論文 前10條

1 張立穎;論圖形創(chuàng)意的思維和方法[D];西北大學(xué);2005年

2 孫曉潔;釋放圖形創(chuàng)意思維的激情[D];天津工業(yè)大學(xué);2007年

3 曹軼平;基于思維的平面設(shè)計(jì)圖形創(chuàng)意研究[D];湖南大學(xué);2004年

4 施楠;從莫比烏斯圈中的空間趣味談圖形創(chuàng)意[D];南京師范大學(xué);2015年

5 毛娜;視覺傳達(dá)設(shè)計(jì)中的圖形創(chuàng)意表現(xiàn)研究[D];魯迅美術(shù)學(xué)院;2015年

6 趙寧;論圖形創(chuàng)意中重復(fù)構(gòu)成形態(tài)的審美價(jià)值[D];武漢紡織大學(xué);2015年

7 王佳琳;《三十六計(jì)》之勝戰(zhàn)計(jì)中的思維方法在圖形創(chuàng)意中的應(yīng)用研究[D];燕山大學(xué);2015年

8 田帥;圖形創(chuàng)意在平面設(shè)計(jì)中核心價(jià)值的研究[D];哈爾濱師范大學(xué);2016年

9 梁田田;戲劇海報(bào)中圖形創(chuàng)意的審美特征[D];華中師范大學(xué);2015年

10 米妮婭;面向圖形創(chuàng)意課程的交互設(shè)計(jì)與實(shí)現(xiàn)[D];北京工業(yè)大學(xué);2016年

，

本文編號(hào)：2290816