素描教学中的整合点及其解决方法研究
|
摘要
21世纪是信息革命和知识爆炸的年代,以信息通讯为基础的多媒体网络技术正暴风似的席卷着人类生活的各个领域,人们称这是第五次信息革命。社会发生着深刻的变化,社会发展的日新月异,对未来劳动者的素质提出了更高的要求,这些必然要求作为职业教育初级阶段的中等职业教育要改变其传统的教学方式,从以培养技能型的人才向培养创新型、能力型的人才转变,而学校教育发展的趋势应当由教师主导学生学习的过程向学生自主学习的过程转变。教育应给学生更多的自主发展的时间和空间,使学生会创新性的学习和生活,培养每个学生的自主创新能力是创新教育的最终目标,更是终生学习理论的具体实践。
本研究以建构主义和新课程理念作为基本的理论基础,从接受式和探究式两种不同的教学过程入手,展开对素描教学中整合点及其解决方法的研究。其主要针对共性整合点的解决方法进行重点研究。我首先对理想状态下职业高中美术素描教学过程进行构思,在此基础上,针对素描教学共性整合点进行诊断分析和分类,总结出三类不同类型整合点的解决方法和支撑软件。而后根据整合点的解决方法结合教学案例进行具体分析,并给出相应的评价教学效果的方法,由此来证明此项研究的有效性。
需要说明的一点是,强调信息技术与素描教学的整合并不是全盘否定传统的教学方法,而是在继承传统教学方法优势的基础上,引进先进的现代化信息技术手段为素描教学课堂服务,通过二者有机结合,从而更好的提高素描教学效果,以达到培养新型的职业技术人才的要求。
The 21st century is the information revolution and the era of knowledge explosion, to information and communication network-based multimedia technologies are like the storm swept through the various fields of human life, people said this is the fifth meeting of the information revolution. Profound social change, social development, with each passing day, the quality of workers in the future a higher demand, such as vocational education an essential requirement for the initial stage of secondary vocational education to change their traditional teaching methods, from a skills-based training to the training of innovative talents, the ability-based personnel changes The trend in the development of school education should be led by teachers in the process of learning to the students change in their own learning process. Education students should be given more autonomy to develop time and space, so that students innovative learning and life, and cultivate each student's capability for independent innovation is the ultimate goal of innovation in education, lifelong learning theory is the specific practice.
In this study, constructivism and the concept of the new curriculum as the basic theoretical foundation, and from the acceptance of two different kinds of inquiry teaching and learning process to start, start to sketch the integration points in Teaching and research solutions. The main integration point for common solutions to focus on. First of all, I an ideal state of the art vocational high schools teaching the process of sketching the idea, on this basis, for the common integration point sketch teaching diagnostic analysis and classification, summarized the three types of points of different types of integration solutions and support software. Integration points and then resolve in accordance with methods of teaching analysis of case-specific, and gives the appropriate method of evaluation of teaching effectiveness, thus to prove the validity of the study.
Should be noted that the emphasis on information technology and sketch the integration of teaching is not a total negation of the traditional teaching methods, but in the inherited advantages of traditional teaching methods, based on the introduction of advanced means of modern information technology services to sketch the classroom teaching, through the Second From the organic combination of sketch in order to better teaching and learning performance improvement in order to achieve a new type of vocational and technical training requirements of personnel.
本研究以建构主义和新课程理念作为基本的理论基础,从接受式和探究式两种不同的教学过程入手,展开对素描教学中整合点及其解决方法的研究。其主要针对共性整合点的解决方法进行重点研究。我首先对理想状态下职业高中美术素描教学过程进行构思,在此基础上,针对素描教学共性整合点进行诊断分析和分类,总结出三类不同类型整合点的解决方法和支撑软件。而后根据整合点的解决方法结合教学案例进行具体分析,并给出相应的评价教学效果的方法,由此来证明此项研究的有效性。
需要说明的一点是,强调信息技术与素描教学的整合并不是全盘否定传统的教学方法,而是在继承传统教学方法优势的基础上,引进先进的现代化信息技术手段为素描教学课堂服务,通过二者有机结合,从而更好的提高素描教学效果,以达到培养新型的职业技术人才的要求。
The 21st century is the information revolution and the era of knowledge explosion, to information and communication network-based multimedia technologies are like the storm swept through the various fields of human life, people said this is the fifth meeting of the information revolution. Profound social change, social development, with each passing day, the quality of workers in the future a higher demand, such as vocational education an essential requirement for the initial stage of secondary vocational education to change their traditional teaching methods, from a skills-based training to the training of innovative talents, the ability-based personnel changes The trend in the development of school education should be led by teachers in the process of learning to the students change in their own learning process. Education students should be given more autonomy to develop time and space, so that students innovative learning and life, and cultivate each student's capability for independent innovation is the ultimate goal of innovation in education, lifelong learning theory is the specific practice.
In this study, constructivism and the concept of the new curriculum as the basic theoretical foundation, and from the acceptance of two different kinds of inquiry teaching and learning process to start, start to sketch the integration points in Teaching and research solutions. The main integration point for common solutions to focus on. First of all, I an ideal state of the art vocational high schools teaching the process of sketching the idea, on this basis, for the common integration point sketch teaching diagnostic analysis and classification, summarized the three types of points of different types of integration solutions and support software. Integration points and then resolve in accordance with methods of teaching analysis of case-specific, and gives the appropriate method of evaluation of teaching effectiveness, thus to prove the validity of the study.
Should be noted that the emphasis on information technology and sketch the integration of teaching is not a total negation of the traditional teaching methods, but in the inherited advantages of traditional teaching methods, based on the introduction of advanced means of modern information technology services to sketch the classroom teaching, through the Second From the organic combination of sketch in order to better teaching and learning performance improvement in order to achieve a new type of vocational and technical training requirements of personnel.
引文
[1]李克东.数字化学习-信息技术与课程整合的核心[J].电化教育研究,2001.8-9
[2]朱文艳.信息技术与课程整合的发展与实践-访北京师范大学刘儒德博士[J].中国电化教育,2003.3
[3]马宁,余胜泉.信息技术与课程整合的层次[J].中国电化教育,2002.1
[4]钟绍春.信息与课程整合的资源及软件研究[J].电化教育,2005.3
[5]钟绍春.信息技术与课程整合的模式与方法[J].中国电化教育研究,2003.9
[6]周迎春.数字化学习的几种模式及需注意的问题[J].人民教育,2002.9
[7]何克抗.e-learning的本质-信息技术与课程的整合[J].电化教育研究,2002.1
[8]孙杰远.信息技术与课程整合的模式[J].广西教育,2003.2
[9]吴娟,余胜泉.信息技术与课程有效整合的常见问题及对策[J].电化教育研究,2006.10
[10]南国农.信息化教育概论[M].高等教育出版社,2004.11
[11]何克抗.信息技术与课程深层次整合的理论与方法[J].电化教育研究,2005.5
[12]杨为民,杨改学.从信息化教育的定义解读信息技术与整合[J].现代教育技术,2006.3
[13]李运宏.关于信息技术与美术课程整合的思考[J].现代中小学教育,2003.5
[14]陈至立.抓住机遇,加快发展,在中小学大力普及信息技术教育[N].中国教育报,2000.11.7
[15]孙杰远,何克抗.信息技术与课程融合[M].北京大学出版社,2002.5
[16]何克抗.现代教育技术[M].北京大学出版社,1998
[17]张会存.信息技术与美术学科相结合,提高学校艺术教育教学质量[J].中小学教学研究,2007.1
[18]相泽民.信息技术与美术学科的课程整合.中国美术在线,2005.2
[19]中华人民共和国教育部.全日制义务教育美术课程标准[M].北京师范大学出版社,2001.7
[20]常锐伦.美术学科教育学[M].首都师范大学出版社,2000.9
[21]尹少淳.教育观念决定评价技术[J].中国美术教育,2001.5
[22]胡中锋,李方.教育常量与评价[M].广东高等教育出版社,1999.3
[23]高景丽.美术教学改革的思考与实践[M].北京教育出版社,1999.9
[24]徐悲鸿素描[M].人民美术出版社,1987.3
[25]Barrington Barber著,蔡益泉译.基础素描[M].高等教育出版社,2007.2
[26]蔡亮,张自疑.素描基础技法[M].浙江美术学院出版社,1988.4
[27]孙为民.现代素描[M].辽宁美术出版社,1996.12
[28]张英超.新素描表现实技法[M].辽宁美术出版社,1993.3
[29]孙韬.靳尚谊先生谈中国素描教学.四川美术网,2007.6.26
[30]闫寒冰.学习过程设计-信息技术与课程整合的视角[M].教育科学出版社,2005.3
[31]钟志贤.信息化教学模一理论建构与实践例说[M].教育科学出版社,2005.12
[32]茅育青.新课程背景下的学科教学与信息技术的整合[M].浙江大学出版社,2006.3
[33]尹少淳.美术教学研究与案例[M].高等教育出版社,2007.1
[34]钟绍春.信息技术与学科教学整合设计方法研究[M].计算机与教育应用促进学与教创新,2008.4
[35]李雁冰.课程评价论[M].上海教育出版社,2002.6
[36]胡中锋,李方.教育测量与评价[M].广东高等教育出版社,1993.3
[37][美]Priscilla Norton &Karin M.Wiburg著[M].中国轻工业出版社2002.7
[38]Ferdi Serim.Technology Across the Curriculum 2002 http://www.infotoday.com/mmschools/novol/dconom.htm
[39]INTEGRATING TECHNOLOGY INTO THE INSTRUCTIONAL PROCESS:Good Practice Guides The Way http://www.ncrel.org/mands/docs/8-3.htm
[40]Michael B.Eisenberg and Doug Johnson.Learning and Teaching Information Technology.ERIC Digest.2002.9
[41]ICT-Pedagogy Integration in Teacher Tranning:A pplication Cases Worldwide http://www.ifets.inforjournals/8-2/8.pdf
[42][美]MargaretE.Gredler.著Learning and Insrtuction-Theory into Practice(Fifth Edition)[M].中国轻工业出版社,2007.1
[43]http://www.nteq.com
[2]朱文艳.信息技术与课程整合的发展与实践-访北京师范大学刘儒德博士[J].中国电化教育,2003.3
[3]马宁,余胜泉.信息技术与课程整合的层次[J].中国电化教育,2002.1
[4]钟绍春.信息与课程整合的资源及软件研究[J].电化教育,2005.3
[5]钟绍春.信息技术与课程整合的模式与方法[J].中国电化教育研究,2003.9
[6]周迎春.数字化学习的几种模式及需注意的问题[J].人民教育,2002.9
[7]何克抗.e-learning的本质-信息技术与课程的整合[J].电化教育研究,2002.1
[8]孙杰远.信息技术与课程整合的模式[J].广西教育,2003.2
[9]吴娟,余胜泉.信息技术与课程有效整合的常见问题及对策[J].电化教育研究,2006.10
[10]南国农.信息化教育概论[M].高等教育出版社,2004.11
[11]何克抗.信息技术与课程深层次整合的理论与方法[J].电化教育研究,2005.5
[12]杨为民,杨改学.从信息化教育的定义解读信息技术与整合[J].现代教育技术,2006.3
[13]李运宏.关于信息技术与美术课程整合的思考[J].现代中小学教育,2003.5
[14]陈至立.抓住机遇,加快发展,在中小学大力普及信息技术教育[N].中国教育报,2000.11.7
[15]孙杰远,何克抗.信息技术与课程融合[M].北京大学出版社,2002.5
[16]何克抗.现代教育技术[M].北京大学出版社,1998
[17]张会存.信息技术与美术学科相结合,提高学校艺术教育教学质量[J].中小学教学研究,2007.1
[18]相泽民.信息技术与美术学科的课程整合.中国美术在线,2005.2
[19]中华人民共和国教育部.全日制义务教育美术课程标准[M].北京师范大学出版社,2001.7
[20]常锐伦.美术学科教育学[M].首都师范大学出版社,2000.9
[21]尹少淳.教育观念决定评价技术[J].中国美术教育,2001.5
[22]胡中锋,李方.教育常量与评价[M].广东高等教育出版社,1999.3
[23]高景丽.美术教学改革的思考与实践[M].北京教育出版社,1999.9
[24]徐悲鸿素描[M].人民美术出版社,1987.3
[25]Barrington Barber著,蔡益泉译.基础素描[M].高等教育出版社,2007.2
[26]蔡亮,张自疑.素描基础技法[M].浙江美术学院出版社,1988.4
[27]孙为民.现代素描[M].辽宁美术出版社,1996.12
[28]张英超.新素描表现实技法[M].辽宁美术出版社,1993.3
[29]孙韬.靳尚谊先生谈中国素描教学.四川美术网,2007.6.26
[30]闫寒冰.学习过程设计-信息技术与课程整合的视角[M].教育科学出版社,2005.3
[31]钟志贤.信息化教学模一理论建构与实践例说[M].教育科学出版社,2005.12
[32]茅育青.新课程背景下的学科教学与信息技术的整合[M].浙江大学出版社,2006.3
[33]尹少淳.美术教学研究与案例[M].高等教育出版社,2007.1
[34]钟绍春.信息技术与学科教学整合设计方法研究[M].计算机与教育应用促进学与教创新,2008.4
[35]李雁冰.课程评价论[M].上海教育出版社,2002.6
[36]胡中锋,李方.教育测量与评价[M].广东高等教育出版社,1993.3
[37][美]Priscilla Norton &Karin M.Wiburg著[M].中国轻工业出版社2002.7
[38]Ferdi Serim.Technology Across the Curriculum 2002 http://www.infotoday.com/mmschools/novol/dconom.htm
[39]INTEGRATING TECHNOLOGY INTO THE INSTRUCTIONAL PROCESS:Good Practice Guides The Way http://www.ncrel.org/mands/docs/8-3.htm
[40]Michael B.Eisenberg and Doug Johnson.Learning and Teaching Information Technology.ERIC Digest.2002.9
[41]ICT-Pedagogy Integration in Teacher Tranning:A pplication Cases Worldwide http://www.ifets.inforjournals/8-2/8.pdf
[42][美]MargaretE.Gredler.著Learning and Insrtuction-Theory into Practice(Fifth Edition)[M].中国轻工业出版社,2007.1
[43]http://www.nteq.com