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1. What categories does the basic education art course include?
A: The scope of the fine arts course in basic education includes all works of art, artistic phenomena and various visual images in daily life, including not only traditional knowledge and skills such as painting, sculpture, crafts and architecture, but also emerging and emerging visual works and phenomena in the future, as well as various visual images that can construct and convey personal attitudes, beliefs and values in daily life. See the following table for the changes in the categories and positioning of art courses in basic education: art education plastic arts education visual arts education visual culture education categories painting, sculpture, arts and crafts and techniques modeling elements and their combination rules, all visual-related artistic works and phenomena, and various visual image positioning in daily life emphasizes the inheritance of established artistic styles, the application of art in real life and visual reading. The cultivation of expression and communication ability advocates guiding students to build their thinking and interpretation ability of various visual images in life into 2 1 century. With the rapid development of society, great changes have taken place in science and technology, education and fine arts, and the living environment of students has also changed. The previous art courses have not adapted to the requirements of this new era. The needs of the times and society, the changes of students' art learning methods and art development ability require that art courses emphasize the cultivation of students' visual reading, expression and communication ability through art learning. 5. What problems do you think need to be solved in the implementation of art curriculum? What do you suggest? A: Although remarkable achievements have been made in the reform of art curriculum, which has brought new changes to art teaching in schools and displayed a new pattern of art teaching, there are still some problems worthy of attention and need to be solved continuously in the future reform and implementation: (1) There are still some ideological and conditional limitations in the process of realizing the concept of art curriculum standards. Due to the long-term formation of the subject hierarchy system based on examinations, art courses in some schools have not been really taken seriously, and the economy is backward, which makes art courses. In some schools, teachers are not guaranteed, and teachers with professional quality are lacking. In some counties, the best primary schools don't even have full-time art teachers. This phenomenon reduces the ability to understand and implement the art curriculum standards, thus affecting the effect of the art curriculum reform. In some underdeveloped areas, there are no necessary teaching equipment and textbooks, and students can't even afford to buy pigments, let alone the idea of implementing new courses, and even the most traditional teaching requirements can't be met. (2) The lack of dialectical thinking leads to overcorrection in art curriculum reform. Art curriculum reform is a process of realizing ideals, which requires passion and courage, especially when the previous ideas are stubborn. However, the passion with weak rational control is also easy to be revealed in related interpretation and publicity activities, which makes dialectical thinking lack, thus leading to some imbalances in teaching practice. For example, when emphasizing research-based learning, autonomous learning and cooperative learning, accepting learning is extremely excluded, and even teaching is demonstration and plagiarism. Sometimes it will lead to formalism such as discussing for discussion, asking for inquiry, and cooperating for cooperation. (3) While emphasizing the comprehensive and educational function, the art noumenon is neglected. Art discipline is the foundation of art curriculum and the direct source of art education function. Without the knowledge and skills of art subjects, there is no so-called art curriculum, let alone the so-called art education function. Therefore, we can't ignore the noumenon of art at any time. However, when the new art curriculum emphasizes comprehensiveness and the connection with social life, due to misunderstanding, it is inaccurate to grasp the degree, overemphasizes the educational function of art curriculum and the connection and integration with other disciplines, or over-explains the cultural situation, which squeezes out the proper study of art knowledge and skills in time and affects students' understanding and mastery of art knowledge and skills. The causes of embarrassment and mistakes in the implementation of the above-mentioned new art curriculum can be divided into two categories: conditional and cognitive. Conditional reasons can be gradually solved with the development of economy and the pursuit of educational equity, while cognitive reasons need to be solved by strengthening learning and improving the comprehensiveness and dialectics of thinking. At the same time, it is necessary to improve the wording of the curriculum standard to make it more thorough, and to explain and publicize the new art curriculum comprehensively and dialectically. My suggestion is: It has the characteristics of China. Although this system must learn from foreign advanced art teaching theories and methods, it must be deeply influenced by China culture and highly adapted to China's soil. That is to say, it can not only cultivate people with global awareness, but also cultivate high-quality China citizens suitable for China's social system and structure. Therefore, in terms of strategy, we should not only accept the openness and innovation of western art and culture, but also maintain the concepts of modeling, color, space, symbol and implication in China traditional art and culture. Tools and materials of western art and China art are used. But also encourage close integration with local art, culture and resources. In a word, the overall appearance of this system can be seen at a glance that it was built by China people and is suitable for China. Any subject has its own foundation. As a basic education, it is natural to emphasize the foundation. How to treat the foundation and build it on the corresponding understanding is the core of the basic viewpoint. Art teaching should also emphasize the foundation, but how to understand the foundation is worth thinking deeply. There is a big difference between a fixed foundation and a dynamic view of the foundation. Art itself is changing, so the basic ideas should also be dynamic. Of course, the so-called foundation is not irreplaceable, but should be expanded. It does not mean that after the new foundation is determined, the previous foundation will be completely abandoned. In fact, a foundation may be relative to different art categories. For example, sketch may not be the basis of photography, but it should be the basis of painting. In addition, the so-called foundation may extend to some abilities, such as observation ability, imagination ability and so on. Therefore, China's future art basic teaching system should adhere to a dynamic basic view, combine the actual situation of social development and art development in a certain period, and determine the basic view of art courses after careful thinking and argumentation. Fine arts discipline is the foundation of fine arts curriculum and educational function. Therefore, it is not advisable to ignore art knowledge and skills in art teaching. However, as an indispensable part of basic education, art courses must also undertake the compulsory education functions of various disciplines and help students form good quality and ability, including comprehensive quality, observation ability, thinking ability, judgment ability, imagination ability and creativity. Therefore, the future basic art teaching system should not only set foot on the field of "art discipline", but also look up to the starry sky of "quality education"; It should be independent and integrated into the whole basic education. Art teaching contains abundant contradictions, such as the contradiction between subject ontology and educational function, the contradiction between subject center and student center, the contradiction between essentialism and instrumentalism, the contradiction between humanism and instrumentalism, the contradiction between technology and performance, the contradiction between body and use, the contradiction between receptive learning and inquiry learning, the contradiction between knowledge learning and ability development, and the contradiction between logic, rigor, openness and generativeness of curriculum system. In the future, the teaching system of basic art courses should be comprehensive and dialectical, dynamically grasp the balance relationship, avoid the phenomenon of paying attention to one thing and enriching the whole. Under the leadership of the Ministry of Education, with the concern of all parties, and with the support and participation of all art teachers and students, we will constantly overcome difficulties, constantly explore and strive to improve the teaching system of basic art courses in China.