论艺术通识课在高校人文素养培育中的价值
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摘要
目前,综合性高等院校面向非艺术类学生的艺术通识课已经在越来越多的普通高等院校开设,但这些课程的设计理念及目标价值归属多停留在提供艺术的知识层面,而不是将艺术作为一种内在的素质培育渠道。在课程体系里艺术选修课也多定性为自由选修课程,居于可有可无之间的地位。在教育的人文属性需要强化的背景下,发挥艺术在人文素养培育中的特殊价值,强化艺术课程的人文性,当成为艺术通识课程设置的旨归,同时让艺术通识课程成为美育的重要支点。
At present, general art courses for non-art students in comprehensive colleges and universities have been offered in more and more ordinary colleges and universities, but the design concept and target value of these courses are mostly at the knowledge level of providing art, rather than taking art as a channel of cultivating the quality of a whole person. In the curriculum system, art elective courses are mostly classified as free elective courses, which appear dispensable. Under the background that the humanistic attribute of education needs to be strengthened, giving full play to the special value of art in the cultivation of humanistic literacy and strengthening the humanistic nature of art curriculum should be regarded as the purpose of setting up general art curriculum, and at the same time, making general art curriculum an important fulcrum of aesthetic education.
At present, general art courses for non-art students in comprehensive colleges and universities have been offered in more and more ordinary colleges and universities, but the design concept and target value of these courses are mostly at the knowledge level of providing art, rather than taking art as a channel of cultivating the quality of a whole person. In the curriculum system, art elective courses are mostly classified as free elective courses, which appear dispensable. Under the background that the humanistic attribute of education needs to be strengthened, giving full play to the special value of art in the cultivation of humanistic literacy and strengthening the humanistic nature of art curriculum should be regarded as the purpose of setting up general art curriculum, and at the same time, making general art curriculum an important fulcrum of aesthetic education.
引文
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[3]蔡达峰.我们的通识教育[M].生活·读书·新知三联书店,2017.
[4]甘阳编.中国大学的人文教育[C].生活·读书·新知三联书店,2015.
[5]李睦.创新从美术基础教学始--中国高等美术院校基础教学状况分析研究[J].南京艺术学院学报,2016(7).
[6]聂振斌等.艺术哲学与艺术教育[M].北京大学出版社,2015.
[7]彭锋.艺术学通论[M].北京大学出版社,2016.
[8]彭锋.对“以美育代宗教”的批判性分析[J].郑州大学学报(哲学社会科学版),2017(5).
[9]尤西林.阐释并守护世界意义的人[M].华东师范大学出版社,2017.
[10]朱青生.没有人是艺术家,也没有人不是艺术家.商务印书馆.
[11](英)理查德·加纳罗,特尔玛·阿特休勒.艺术让人成为人[M].北京大学出版社,2012.
[12]《全国普通高等学校公共艺术课程指导方案》教育部办公厅2006年3月8日印发。http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_1284/201001/80347.html