走向公平—中国农村学校艺术教育的调查与行动研究
摘要
党的十六大以来,在全面建设小康社会的宏伟目标指引下,学校艺术教育作为我国教育事业的一个重要组成部分,进入了新的发展时期。随着素质教育在当代的不断推进,作为美育的基本途径和主要内容的艺术教育也在改革与发展中呈现着日新月异的变化。然而,在我国广大农村地区的学校艺术教育水平仍与城市存在着明显的差距,有许多问题亟待解决。这些问题在一定程度上影响了农村义务教育的优化发展和人才资源强国的建设,成为了制约与阻碍我国基础教育质量全面提升的瓶颈。
艺术教育是面向全体学生的教育,平等地接受艺术教育是每个学生应有的权利,让每一个学生都成为艺术教育的受益者是公平教育的要求和体现。但如何使每个学生都有机会感悟艺术真谛,发展艺术技能,对中国这个幅员辽阔、人口负担沉重的大国来说,却并非易事。
农村教育是整个国民教育的基础,也是实现教育公平的重点。农村学校艺术教育关系到广大农村中小学生能否得到健康成长和全面发展,关系到农村人口的文化素养能否得到提高。
2006年在葡萄牙召开的世界艺术教育大会,一个重要的议题就是关注发展中国家的艺术教育、关注面向弱势人群的艺术教育。在世界范围内,当人们开始把目光投向弱势人群的时候,在我国,农村学校艺术教育的落脚点也应该把艺术教育普及到每一所农村学校,关注到村小里孩子们的艺术教育,让农村孩子和城里孩子一样享受艺术教育,为实现教育公平理念的落实找到实施方法、途径和解决对策。
基于此,本论文在大量调查的基础上在全国范围内广泛展开了农村学校艺术教育的调查与行动研究。其主要研究内容有：
1、艺术教育管理的调查与行动研究。内容涉及现代农村学校艺术教育管理思想、管理制度与管理模式等方面的研究。
2、农村学校艺术课程与教学改革的调查与行动研究。包括艺术学科与教学法研究,具有乡土特色的校本课程开发研究,新课程理念下的师生关系的研究,教学模式创新与学习方式转变的研究,面向全体学生的艺术课外活动研究,艺术综合实践活动的研究,文化艺术环境的创设的研究,艺术教学质量的保障及监控的研究等等。
3、农村学校艺术师资培养培训的调查与行动研究。涵盖农村学校艺术教师教育的模式研究,艺术教师道德水平与心理状况的研究,农村艺术教师义务与权利的研究,艺术教师专业发展与创新能力培养的研究,名、特、优艺术教师成长规律的研究,外聘艺术教师的研究等内容。
4、农村学校艺术教育设施改善与资金投入的调查与行动研究。探索如何因地制宜、因校制宜地逐步解决到位,设施改善与资金投入的渠道、方法及其有效功能的发挥等问题。
通过以上研究,本文得出以下几点结论：
第一,引导农村艺术教育管理者、工作人员和教师形成由艺术教育的“素质观”“基础观”“公平观”“普及观”“审美观”“特色观”和“开放观”构成的具有农村特色的现代艺术教育观念体系。
第二,构建切实可行的农村学校艺术教育的实施模式。其具体的实施模式为：农村学校艺术教育全面覆盖模式——“四个到位”；农村学校艺术教学改革模式——“四个突出”；农村学校艺术教师队伍建设的模式——“四个结合”；农村学校艺术教育课程资源开发模式——“四个吸纳”；农村学校艺术教育科研模式——“四个机制”农村学校艺术教育的资源配置模式——“四个注重”。
具有农村特色的现代艺术教育观念体系的形成与农村学校艺术教育实施模式的构建为我国农村学校艺术教育的改革与发展提供了理论基础与实践动力,希冀由此可以引领农村学校艺术教育实现更高的目标——面向全体、实现优质、走向公平。
Since the16th National Congress of CPC was convened, the school art education as an important part in the Chinese education business has entered into a new period of development under the guidance of the grand goal of building a moderately prosperous society in all aspects. With the constant advancement of the quality education in contemporary society, the art education which is the basic way and the main content of aesthetic education has presented great changes. However, in the wide rural area in China, the level of the school art education has great disparities compared with that in the city, and many problems need to be solved urgently. To some extent, these problems impact the optimized development and human resources construction of the rural compulsory education, and become the key factors which restrict and hinder the overall elevation of the basic education quality in China.
Art education is facing all students. Accepting the art education equally is the right that every student should have. The requirements and reflection of the fair education is that let each student become beneficiaries of the art education. But how to make every student have the chance to feel the true meaning of art, develop artistic skills, it is not easy to China with the vast territory, and the heavy burden of population. The rural education is the foundation of the whole national education, and also the key to realize the fairness of education. The art education in the rural school relates to that whether primary and middle school students in the vast rural area can get healthy growth and overall development, and relates to whether the cultural quality of the rural population can be improved.
In2006, the World Art Education Congress was held in Portugal, an important issue is that focusing on the art education in the developing countries, and focusing on the art education of disadvantaged people. In the worldwide, when people begin to look to the disadvantaged people, while in China, the foothold of the art education in the rural school should also spread the art education to every rural school, pay attention to the art education of the children in the rural primary school. Let children in the countryside enjoy art education with children in the city, in order to realize the education fair idea, the implementation methods, ways and solving countermeasures need to be found. Based on this, investigation and action research on the art education in the rural school are spread widely in the whole nation on basis of plenty of investigations. The main research content is as follows:
1. The investigation and action research on the art education management. The content involves the study of the management thoughts, management system and management mode of the art education in the modern rural school.
2. The investigation and action research on art courses and teaching reform in the rural schools, which includes the art discipline and teaching research, the development and research of school-based curriculum with local characteristics, the study of the relation between teachers and students in the concept of new curriculum, study on the innovation of the teaching mode and the change of the learning mode, study on the art extracurricular activities facing all students, study on the art comprehensive practice activities, study on the establishment of culture and art environment, and study on the security and surveillance of the art teaching quality, etc.
3. The investigation and action research on the cultivation and training of the art teacher in rural school, which covers the study on the education mode of art teachers in the rural school, study on the moral level and psychological situation of art teachers, study on the obligations and rights of rural art teachers, study on the professional development and the training of innovation ability of art teachers, study on the growth rules of famous, special and excellent art teachers, and study on the external art teachers, etc.
4. The investigation and action research on the improvement of art education facilities in rural school and capital investment. Problems on how to make full solution gradually by adjusting measures to local conditions and adjusting measures to schools, and the facilities improvement as well as the channel, methods and effective functions of investment are discussed.
Through the above research, the following conclusions can be concluded in this paper: First, the directors of the rural art education, working staff and teachers shall be guided to form the modern art education concept system with the rural characteristics consisted by the quality view, basic view, fairness, universal view, aesthetics characteristics view and open view.
Second, the feasible implementation mode of art education in the rural school needs to be constructed. The specific implementation mode is:The fully covered model of art education in rural school---four arrival places, the reform mode of art teaching in the rural school---four prominences, the construction mode of art teacher team in the rural school--four combinations, the development mode of art education curriculum resources in the rural school---four absorptions, art education scientific research mode in the rural school---four mechanisms, art education resource configuration mode in the rural school---four attentions.
The formation of modern art education concept system with rural characteristics and the construction of art education implementation mode in the rural school provide thoughts base and practical power for the reform and development of art education in the rural school. Hope from this, the art education in the rural school can be guided to realize a higher goal-high quality, facing all students and realizing fairness.
艺术教育是面向全体学生的教育,平等地接受艺术教育是每个学生应有的权利,让每一个学生都成为艺术教育的受益者是公平教育的要求和体现。但如何使每个学生都有机会感悟艺术真谛,发展艺术技能,对中国这个幅员辽阔、人口负担沉重的大国来说,却并非易事。
农村教育是整个国民教育的基础,也是实现教育公平的重点。农村学校艺术教育关系到广大农村中小学生能否得到健康成长和全面发展,关系到农村人口的文化素养能否得到提高。
2006年在葡萄牙召开的世界艺术教育大会,一个重要的议题就是关注发展中国家的艺术教育、关注面向弱势人群的艺术教育。在世界范围内,当人们开始把目光投向弱势人群的时候,在我国,农村学校艺术教育的落脚点也应该把艺术教育普及到每一所农村学校,关注到村小里孩子们的艺术教育,让农村孩子和城里孩子一样享受艺术教育,为实现教育公平理念的落实找到实施方法、途径和解决对策。
基于此,本论文在大量调查的基础上在全国范围内广泛展开了农村学校艺术教育的调查与行动研究。其主要研究内容有：
1、艺术教育管理的调查与行动研究。内容涉及现代农村学校艺术教育管理思想、管理制度与管理模式等方面的研究。
2、农村学校艺术课程与教学改革的调查与行动研究。包括艺术学科与教学法研究,具有乡土特色的校本课程开发研究,新课程理念下的师生关系的研究,教学模式创新与学习方式转变的研究,面向全体学生的艺术课外活动研究,艺术综合实践活动的研究,文化艺术环境的创设的研究,艺术教学质量的保障及监控的研究等等。
3、农村学校艺术师资培养培训的调查与行动研究。涵盖农村学校艺术教师教育的模式研究,艺术教师道德水平与心理状况的研究,农村艺术教师义务与权利的研究,艺术教师专业发展与创新能力培养的研究,名、特、优艺术教师成长规律的研究,外聘艺术教师的研究等内容。
4、农村学校艺术教育设施改善与资金投入的调查与行动研究。探索如何因地制宜、因校制宜地逐步解决到位,设施改善与资金投入的渠道、方法及其有效功能的发挥等问题。
通过以上研究,本文得出以下几点结论：
第一,引导农村艺术教育管理者、工作人员和教师形成由艺术教育的“素质观”“基础观”“公平观”“普及观”“审美观”“特色观”和“开放观”构成的具有农村特色的现代艺术教育观念体系。
第二,构建切实可行的农村学校艺术教育的实施模式。其具体的实施模式为：农村学校艺术教育全面覆盖模式——“四个到位”；农村学校艺术教学改革模式——“四个突出”；农村学校艺术教师队伍建设的模式——“四个结合”；农村学校艺术教育课程资源开发模式——“四个吸纳”；农村学校艺术教育科研模式——“四个机制”农村学校艺术教育的资源配置模式——“四个注重”。
具有农村特色的现代艺术教育观念体系的形成与农村学校艺术教育实施模式的构建为我国农村学校艺术教育的改革与发展提供了理论基础与实践动力,希冀由此可以引领农村学校艺术教育实现更高的目标——面向全体、实现优质、走向公平。
Since the16th National Congress of CPC was convened, the school art education as an important part in the Chinese education business has entered into a new period of development under the guidance of the grand goal of building a moderately prosperous society in all aspects. With the constant advancement of the quality education in contemporary society, the art education which is the basic way and the main content of aesthetic education has presented great changes. However, in the wide rural area in China, the level of the school art education has great disparities compared with that in the city, and many problems need to be solved urgently. To some extent, these problems impact the optimized development and human resources construction of the rural compulsory education, and become the key factors which restrict and hinder the overall elevation of the basic education quality in China.
Art education is facing all students. Accepting the art education equally is the right that every student should have. The requirements and reflection of the fair education is that let each student become beneficiaries of the art education. But how to make every student have the chance to feel the true meaning of art, develop artistic skills, it is not easy to China with the vast territory, and the heavy burden of population. The rural education is the foundation of the whole national education, and also the key to realize the fairness of education. The art education in the rural school relates to that whether primary and middle school students in the vast rural area can get healthy growth and overall development, and relates to whether the cultural quality of the rural population can be improved.
In2006, the World Art Education Congress was held in Portugal, an important issue is that focusing on the art education in the developing countries, and focusing on the art education of disadvantaged people. In the worldwide, when people begin to look to the disadvantaged people, while in China, the foothold of the art education in the rural school should also spread the art education to every rural school, pay attention to the art education of the children in the rural primary school. Let children in the countryside enjoy art education with children in the city, in order to realize the education fair idea, the implementation methods, ways and solving countermeasures need to be found. Based on this, investigation and action research on the art education in the rural school are spread widely in the whole nation on basis of plenty of investigations. The main research content is as follows:
1. The investigation and action research on the art education management. The content involves the study of the management thoughts, management system and management mode of the art education in the modern rural school.
2. The investigation and action research on art courses and teaching reform in the rural schools, which includes the art discipline and teaching research, the development and research of school-based curriculum with local characteristics, the study of the relation between teachers and students in the concept of new curriculum, study on the innovation of the teaching mode and the change of the learning mode, study on the art extracurricular activities facing all students, study on the art comprehensive practice activities, study on the establishment of culture and art environment, and study on the security and surveillance of the art teaching quality, etc.
3. The investigation and action research on the cultivation and training of the art teacher in rural school, which covers the study on the education mode of art teachers in the rural school, study on the moral level and psychological situation of art teachers, study on the obligations and rights of rural art teachers, study on the professional development and the training of innovation ability of art teachers, study on the growth rules of famous, special and excellent art teachers, and study on the external art teachers, etc.
4. The investigation and action research on the improvement of art education facilities in rural school and capital investment. Problems on how to make full solution gradually by adjusting measures to local conditions and adjusting measures to schools, and the facilities improvement as well as the channel, methods and effective functions of investment are discussed.
Through the above research, the following conclusions can be concluded in this paper: First, the directors of the rural art education, working staff and teachers shall be guided to form the modern art education concept system with the rural characteristics consisted by the quality view, basic view, fairness, universal view, aesthetics characteristics view and open view.
Second, the feasible implementation mode of art education in the rural school needs to be constructed. The specific implementation mode is:The fully covered model of art education in rural school---four arrival places, the reform mode of art teaching in the rural school---four prominences, the construction mode of art teacher team in the rural school--four combinations, the development mode of art education curriculum resources in the rural school---four absorptions, art education scientific research mode in the rural school---four mechanisms, art education resource configuration mode in the rural school---four attentions.
The formation of modern art education concept system with rural characteristics and the construction of art education implementation mode in the rural school provide thoughts base and practical power for the reform and development of art education in the rural school. Hope from this, the art education in the rural school can be guided to realize a higher goal-high quality, facing all students and realizing fairness.
引文
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