With the strengthening of China's economy and comprehensive national strength, the status of basic education has become more and more important. At the beginning of this century, China carried out a large-scale basic education curriculum reform.
This basic education curriculum reform is a comprehensive and systematic reform from the aspects of curriculum idea, curriculum idea, curriculum goal, curriculum content, curriculum implementation and curriculum evaluation. In the wave of curriculum reform, many scholars cite postmodern curriculum and teaching theory to practice the new curriculum reform. Therefore, anti-essentialism, decentralization, farewell to integrity and identity, questioning scientific rationality, advocating pluralism and emphasizing differences advocated by postmodernism are all reflected in the new art curriculum. Under the background of the new round of basic education curriculum reform in China, there are traces of postmodern curriculum ideas in the process of new curriculum reform. For example:
First, the re-understanding of art courses in primary and secondary schools
Post-modernism curriculum view has changed our tendency to understand curriculum as "text curriculum" (composed of textbooks, teaching plans, teaching outlines and other texts, with relatively stable content). It is considered that curriculum is a "complete culture" in which teachers, students, teaching materials and the environment interact dynamically, and it is a dynamic and balanced ecosystem.
Therefore, the course is open, dynamic and process-oriented, and its goal is general, formative, creative and transformational.
Therefore, art courses should be constructive in nature. But through the behavior and interaction of course participants; It is not closed and fixed, but open, adjustable and changing with activities.
Inspired by the post-modern curriculum view, the art curriculum in primary and secondary schools is no longer just the carrier of specific art knowledge and techniques, but the process of teachers and students exploring new knowledge together. Teachers and students are an integral part of the curriculum and should participate in the development of the curriculum together.
On the one hand, it requires us not to look at art courses in primary and secondary schools with fixed eyes. The new art curriculum should be generated through the cooperation, experience, experience and joint exploration between teachers and students in teaching practice. Rather than unchangeable, preset knowledge and skills.