复合型艺术教师培养模式研究
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摘要
世纪之交,我国的基础教育课程改革热力启动。针对当前艺术教育所面临的一些问题,此次改革制定了新的音乐、美术课程标准,在不影响这两门课程的前提下还新增了一门集音乐、美术、戏剧、舞蹈、电影等多个艺术门类于一身的综合艺术课程。三门课程虽然有着先进的理念和美好的设想,但难免遇到教师素质不全面、课程实施没有实效等问题。很显然,问题的关键在于,以往的艺术师范教育在培养模式上过于陈旧、呆板,很难培养出符合艺术课程改革要求的教师,而及时的配套改革在缺少理论指导和实践探索的现状下也还没有付诸实施。
面对新的艺术课程对教师素质提出的诸多要求,本文希望通过对复合型艺术教师培养模式的研究,填补复合型中小学艺术教育人才培养理论研究的空白,构建一个科学有效的实践模式来培养具有复合型素质结构、能胜任中小学艺术课程(包括综合艺术课程、音乐课程、美术课程)教学的艺术教师。
本文设想中的复合型艺术教师是在具备一般教师素质的基础上,进一步具有多种艺术专业技能、广博的文化底蕴、整合探索知识的能力、综合教学的意识和一定的科研能力五方面特殊素质的艺术教育人才。在当前的形势下,基础教育课程改革为了适应社会对综合型创新人才的迫切需求、为了实施素质教育的需要,对基础教育课程做了全面、细致的改革,其中贯穿的一个要点就是学科综合的理念。从广义来说,注重艺术教师复合型素质结构的培养正是基础教育课程改革发展的要求;具体到艺术课程改革上,也正是保证改革目标得以实现的现实要求。培养艺术教师的高等艺术师范教育机构更应该认清自身的发展方向,面对市场的变化要求做作出理性、及时的反映,积极主动地改革陈旧的培养体制和方式来培养复合型艺术教师。
National basic education curriculum reform launched between the beginning of the 21~(st) century and the end of the 20~(th) century The reform designed new curriculum standards for both music and art to cope with the problems existed in the current art education. It also adds a comprehensive art course into which various subjects of music, art, dramatic, dance and film are integrated, having no effect on both music and arts course. Although music and art course and the comprehensive art course are designed with good ideas and vision, there are ineluctable problems about how teachers qualify to their work and curriculum implement achieve effectively. Obviously, the key point of these problems is that the old training model of art normal education is difficult to foster teachers qualified to art course reform. However, under the condition of unavailability of theory guide and practical research, the immediate reform procedure still did not put into practice.As the art course has so many requirements for the quality of teachers, we hope that research on training model for compound art teachers is a good way to improve theories on fostering art teachers for art education in elementary and secondary schools, and construct a scientific and effective practice model to foster art teachers with high quality structure who are qualified to instruction of all the art courses including music and art course and comprehensive art course in elementary and secondary schools.Our vision for compound mode of art teachers is that they not only have the quality of an average teacher, but also are able to grasp various specific art skills, have a deep and wide culture background and the capability of searching for knowledge and the consciousness of teaching comprehensively and scientific research competence. In order to meet urgent need of comprehensive and creative talents on
面对新的艺术课程对教师素质提出的诸多要求,本文希望通过对复合型艺术教师培养模式的研究,填补复合型中小学艺术教育人才培养理论研究的空白,构建一个科学有效的实践模式来培养具有复合型素质结构、能胜任中小学艺术课程(包括综合艺术课程、音乐课程、美术课程)教学的艺术教师。
本文设想中的复合型艺术教师是在具备一般教师素质的基础上,进一步具有多种艺术专业技能、广博的文化底蕴、整合探索知识的能力、综合教学的意识和一定的科研能力五方面特殊素质的艺术教育人才。在当前的形势下,基础教育课程改革为了适应社会对综合型创新人才的迫切需求、为了实施素质教育的需要,对基础教育课程做了全面、细致的改革,其中贯穿的一个要点就是学科综合的理念。从广义来说,注重艺术教师复合型素质结构的培养正是基础教育课程改革发展的要求;具体到艺术课程改革上,也正是保证改革目标得以实现的现实要求。培养艺术教师的高等艺术师范教育机构更应该认清自身的发展方向,面对市场的变化要求做作出理性、及时的反映,积极主动地改革陈旧的培养体制和方式来培养复合型艺术教师。
National basic education curriculum reform launched between the beginning of the 21~(st) century and the end of the 20~(th) century The reform designed new curriculum standards for both music and art to cope with the problems existed in the current art education. It also adds a comprehensive art course into which various subjects of music, art, dramatic, dance and film are integrated, having no effect on both music and arts course. Although music and art course and the comprehensive art course are designed with good ideas and vision, there are ineluctable problems about how teachers qualify to their work and curriculum implement achieve effectively. Obviously, the key point of these problems is that the old training model of art normal education is difficult to foster teachers qualified to art course reform. However, under the condition of unavailability of theory guide and practical research, the immediate reform procedure still did not put into practice.As the art course has so many requirements for the quality of teachers, we hope that research on training model for compound art teachers is a good way to improve theories on fostering art teachers for art education in elementary and secondary schools, and construct a scientific and effective practice model to foster art teachers with high quality structure who are qualified to instruction of all the art courses including music and art course and comprehensive art course in elementary and secondary schools.Our vision for compound mode of art teachers is that they not only have the quality of an average teacher, but also are able to grasp various specific art skills, have a deep and wide culture background and the capability of searching for knowledge and the consciousness of teaching comprehensively and scientific research competence. In order to meet urgent need of comprehensive and creative talents on
引文
[1] 郭声健著《音乐教育论》,湖南文艺出版社 2004年出版
[2] 王策三、孙喜亭、刘硕著《基础教育改革论》知识产权出版社 2005年出版
[3] 王道俊、王汉澜主编《教育学》,人民教育出版社 1999年出版
[4] 周光迅著《大学教育综合》,山东教育出版社 2003年出版
[5] 贝内特·雷默著《音乐教育的哲学》,人民音乐出版社 2003年出版
[6] 郭声健著《艺术教育论》,上海教育出版社 1999年出版
[7] 课程教材研究所编《综合课程论》,人民教育出版社 2003年出版
[8] 李其龙、陈永明主编《教师教育课程的国际比较》,教育科学出版社 2002年出版
[9] 曾峥等著《高师艺术教育改革试验与研究》,湖南师范大学出版社 1998年出版
[10] 教育部师范司编《教师专业化的理论与实践》,人民教育出版社 2003年出版
[11] 舒承智、符辉主编《艺术教学实施指南》,华中师范大学出版社 2003年出版
[12] 胡之凡主编《艺术课程与教学论》,浙江教育出版社 2003年出版
[13] 张楚廷著《大学教学学》,湖南师范大学出版社 2002年出版
[14] 马达著《20世纪中国音乐教育》,上海教育出版社 2002年出版
[15] 李满苗、张和仕著《大学素质教育论》,江西教育出版社 1999年出版
[16] 钟启泉编、有宝华著《综合课程论》,上海教育出版社 1998年出版
[17] Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligence. New York: Basic Books.
[18] David Bridges and Trevor Jerry, (ed.). Developing Teachers Professionally. London and New York: Routhedge, 1994.
[19] Jerome·J·Hausman. Arts and the Schools [M]. Mcgraw—Hill Book Company 1980.
[20] 36. Andy Hargreaves (1994) Changing Teachers, Changing Times Cassell Villiers House, London.
[21] center for educational research and innovation, staying ahead: In-service Training and Professional Development. OECD, 1998.
[22] 金耀基著《大学之理念》,生活·读书·新知三联书店 2001年出版.
[23] 钱初熹著《全日制义务教育美术课程标准综合探索学习领域解读教学案例》,西南师范大学出版社 2003年出版
[24] 中华人民共和国教育部制订《全日制义务教育音乐课程标准(实验稿)》,北京师范大学出版社 2001年出版
[25] 中华人民共和国教育部制订《全日制义务教育美术课程标准(实验稿)》,北京师范大学出版社 2001年出版
[2] 王策三、孙喜亭、刘硕著《基础教育改革论》知识产权出版社 2005年出版
[3] 王道俊、王汉澜主编《教育学》,人民教育出版社 1999年出版
[4] 周光迅著《大学教育综合》,山东教育出版社 2003年出版
[5] 贝内特·雷默著《音乐教育的哲学》,人民音乐出版社 2003年出版
[6] 郭声健著《艺术教育论》,上海教育出版社 1999年出版
[7] 课程教材研究所编《综合课程论》,人民教育出版社 2003年出版
[8] 李其龙、陈永明主编《教师教育课程的国际比较》,教育科学出版社 2002年出版
[9] 曾峥等著《高师艺术教育改革试验与研究》,湖南师范大学出版社 1998年出版
[10] 教育部师范司编《教师专业化的理论与实践》,人民教育出版社 2003年出版
[11] 舒承智、符辉主编《艺术教学实施指南》,华中师范大学出版社 2003年出版
[12] 胡之凡主编《艺术课程与教学论》,浙江教育出版社 2003年出版
[13] 张楚廷著《大学教学学》,湖南师范大学出版社 2002年出版
[14] 马达著《20世纪中国音乐教育》,上海教育出版社 2002年出版
[15] 李满苗、张和仕著《大学素质教育论》,江西教育出版社 1999年出版
[16] 钟启泉编、有宝华著《综合课程论》,上海教育出版社 1998年出版
[17] Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligence. New York: Basic Books.
[18] David Bridges and Trevor Jerry, (ed.). Developing Teachers Professionally. London and New York: Routhedge, 1994.
[19] Jerome·J·Hausman. Arts and the Schools [M]. Mcgraw—Hill Book Company 1980.
[20] 36. Andy Hargreaves (1994) Changing Teachers, Changing Times Cassell Villiers House, London.
[21] center for educational research and innovation, staying ahead: In-service Training and Professional Development. OECD, 1998.
[22] 金耀基著《大学之理念》,生活·读书·新知三联书店 2001年出版.
[23] 钱初熹著《全日制义务教育美术课程标准综合探索学习领域解读教学案例》,西南师范大学出版社 2003年出版
[24] 中华人民共和国教育部制订《全日制义务教育音乐课程标准(实验稿)》,北京师范大学出版社 2001年出版
[25] 中华人民共和国教育部制订《全日制义务教育美术课程标准(实验稿)》,北京师范大学出版社 2001年出版