当前高师美术教育现状解读
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摘要
近年来,随着高等师范院校的发展,我们看到了高师美术教育专业取得了一些可喜的成绩,但伴随着这些成绩还存在着一些问题,并且这些问题使得高师美术教育专业面临着势在必行的改革。现今的高师美术教育过于强调对于学生专业知识与技能的培养,人为的割裂了各专业、各学科之间的联系,这就使得学生整体文化素养不高,缺乏生气,没有创新性和想象力,相应的作为艺术家和教育者来说,他们就没有个性和创意。这种高师美术教育缺乏与素质教育的紧密联系,就要求高师美术学校在教学中要注重美术与德育、智育与美育的关系,同时为了达到高师美术教育通过素质教育来培养美术教育专才的目的,学校还要注重培养学生的专业素质、人文素质、政治素质、现代科技素质以及身体素质。高师美术院校再联系素质教育的同时,必须明确自己的培养目标,培养的不仅仅是艺术家,同时还要是一个教育者,一个能为基础美术教育事业添砖加瓦的合格的美术师资力量,确立了自己的培养目标后,高师美术院校可以从以下几方面入手着重培养:把由专业分类的方式转变为按知识结构分类,从整体上更新现代美术教育目标,要使学生树立正确的师范观念,突出其师范特色。面对着时代的快速发展与需求,高师美术院校还要善于总结自身存在的问题。现今的高师美术院校在快速发展的同时还并存着许多的问题,这就造成了高师美术院校尾大不掉的局面。面临的问题有对于培养目标的不明确;美术教育理论课程所占比重偏低;陈旧的教学方法和教学手段,束缚住了教师和学生的思维;我国高师美术院校普遍存在着重理论教学和技能教学的特点;在一些高师美术院校中还存在着教师紧跟现代艺术潮流的问题;高师美术教育院校的教师不够深入了解中小学基础美术教育;学生普遍都缺乏求知的欲望;一直沿袭的招生机制是不合理的;专业的师资配备不合理,政策、资金投入都比较少;还没有形成固定的教学评价体系。面对着这些问题,使得我国高师美术教育改革已成为了势在必行的趋势,笔者针对这些问题相应的提出了一些改革措施:要从源头抓起就必须改革招生机制,在学生入学后还要改革传统的培养模式、改革课程设置及教学内容,还要注重提高教师的综合素质和建立相应的教学评价体系。
虽然对我国高师美术教育的现状做了一些解读,指出了其中的弊端以及提出了相应的解决之法,但这条道路却是任重而道远的。
With the development of normal universities, recent years have witnessed the encouraging achievements attained by fine arts education. However, there are some problems coexisting with the achievements, which make fine arts education confronted with necessary reform. Current fine arts education puts too much emphasis on professional knowledge and skill training, and artificially splits the linkage between majors and subjects. So these cause students’lack of cultural literacy, vigor, creativity and imagination. Correspondingly, as artists and educators, they have no strong personality and creativity. This kind of fine arts education lacks close tie with quality– oriented education, which requires art fines education to pay great attention to the relationship between fine arts and moral, intellectual and aesthetic educations. Meanwhile, in order to attain the goal of training professional talents through fine arts education in normal universities, universities have to attach great importance to cultivating students’professional, humanity , political, modern science technology, and physical qualities. When fine arts education in normal universities takes quality- oriented education into consideration, it has to be aware of their training objectives. What it cultivates is not only an artist but also an educator, a qualified member of art faculty who can contribute something to the cause of education. After targeting training objectives, fine arts universities can start from the following aspects: transforming the major classification to knowledge structure classification, updating the overall objectives of modern fine arts education, helping students build up the correct normal concept, and highlighting its normal characteristics.Faced with the rapid development and demand of the time, normal art fines universities have to summarize their own problems. Current normal fine arts universities, with their rapid development, exist many problems, which cause them difficult to be totally turned over. The problems are as follows: unclear cultivating objectives; low proportion of theoretical courses; old teaching methods which limit the thought of teachers and students; too much emphasis on theoretical and skill teaching; teachers’blind follow of modern art trend; university teachers’little knowledge of fine arts education in primary schools and middle schools; students’lack of learning desire; unreasonable admission system; imbalanced teacher structure, policy, and inadequate funds; irregular teaching assessment system. Those problems compel imperative reform on fine arts education in China. The author of the dissertation proposes some reform measures: source reform of the admission system; reform of the traditional cultivating mode, training curricula and teaching content after students’entrance, focus on teachers’overall quality and corresponding teaching assessment system.
Although it is a long way to go, this dissertation makes an analysis of fine arts education in normal universities in our country, points out the defects and proposes corresponding solution.
虽然对我国高师美术教育的现状做了一些解读,指出了其中的弊端以及提出了相应的解决之法,但这条道路却是任重而道远的。
With the development of normal universities, recent years have witnessed the encouraging achievements attained by fine arts education. However, there are some problems coexisting with the achievements, which make fine arts education confronted with necessary reform. Current fine arts education puts too much emphasis on professional knowledge and skill training, and artificially splits the linkage between majors and subjects. So these cause students’lack of cultural literacy, vigor, creativity and imagination. Correspondingly, as artists and educators, they have no strong personality and creativity. This kind of fine arts education lacks close tie with quality– oriented education, which requires art fines education to pay great attention to the relationship between fine arts and moral, intellectual and aesthetic educations. Meanwhile, in order to attain the goal of training professional talents through fine arts education in normal universities, universities have to attach great importance to cultivating students’professional, humanity , political, modern science technology, and physical qualities. When fine arts education in normal universities takes quality- oriented education into consideration, it has to be aware of their training objectives. What it cultivates is not only an artist but also an educator, a qualified member of art faculty who can contribute something to the cause of education. After targeting training objectives, fine arts universities can start from the following aspects: transforming the major classification to knowledge structure classification, updating the overall objectives of modern fine arts education, helping students build up the correct normal concept, and highlighting its normal characteristics.Faced with the rapid development and demand of the time, normal art fines universities have to summarize their own problems. Current normal fine arts universities, with their rapid development, exist many problems, which cause them difficult to be totally turned over. The problems are as follows: unclear cultivating objectives; low proportion of theoretical courses; old teaching methods which limit the thought of teachers and students; too much emphasis on theoretical and skill teaching; teachers’blind follow of modern art trend; university teachers’little knowledge of fine arts education in primary schools and middle schools; students’lack of learning desire; unreasonable admission system; imbalanced teacher structure, policy, and inadequate funds; irregular teaching assessment system. Those problems compel imperative reform on fine arts education in China. The author of the dissertation proposes some reform measures: source reform of the admission system; reform of the traditional cultivating mode, training curricula and teaching content after students’entrance, focus on teachers’overall quality and corresponding teaching assessment system.
Although it is a long way to go, this dissertation makes an analysis of fine arts education in normal universities in our country, points out the defects and proposes corresponding solution.
引文
①谈高师美术教育的“素质教育”问题,平顶山师专学报,马公伟,2010,01,30。
②邓嘉珍.对高校美术教学的思考[J].韶关学院学报(社会科学版), 2002, (1): 132-134。
①章瑞安,在全国艺术院校教育专业改革座谈会上的讲话,广州美术学院美术学报,2003,2。
②谈高师美术教育的“素质教育”问题,平顶山师专学报,马公伟,2010,01,30。
①当代中国高等美术教育报考热潮探析,广西艺术学院学报《艺术探索》,李庆云、罗克中,2004,18,4.
①当代中国高等美术教育报考热潮探析,广西艺术学院学报《艺术探索》,李庆云、罗克中,2004,18,4.
①(苏)拉契科夫《科学学》第182页。
[1]凯洛夫.教育学[M]
[2]赫尔巴特.普通教育学[M].
[3]曹理.普通音乐教育学概论[M].北京师范学院出版社,1990.
[4]李妲娜.世界音乐教育集萃[M].漓江出版社,1991.
[5]姚思源.论音乐教育[M].北京师范学院出版社,1992.
[6] [英]赫伯·里德.吕延和译.通过艺术的教育[M].湖南美术出版社,1993.
[7]李新生,张建伟.美术教育论与教学法[M].河南美术出版社,1998.
[8]赵中建主译《全球教育发展的历史轨迹—国际教育大会60年建议书》[M].教育科学出版社,1999.
[9]常锐伦.美术学科教育学[M].首都师范大学出版社,2000.
[10]石中英.知识转型与教育改革[M].教育科学出版社,2001.
[11]齐易,张文川.音乐艺术教育[M].人民出版社,2002.
[12]潘耀昌.中国近现代美术教育史[M].中国美术学院出版社,2002.
[13]胡知凡.艺术课程与教学论[M].浙江教育出版社,2003.
[14]曾繁仁.中西交流对话中的审美与艺术教育[M].山东大学出版社,2003.
[15]程明太.美术教育学.[M]黑龙江美术出版社,2003.
[16]张小鹭.我国高等教育美术学科面临的挑战与对策[M].南京艺术学院学报, 2004.
[17]顾平.美术教育学导论[M].江苏美术出版社,2006.
[18]常汝吉.在职攻读教育硕士专业学位,全国统一(联合)考试大纲及指南[Z].北京师范大学出版社,2001.
[19]田舍.浅论艺术教育在素质教育中所起的作用[J].云南艺术学院学报,1996(4).
[20]华年.全国高师美术学科教育学研讨会会议纪要[J].中国美术教育,1999(6).
[21]王天一.艺术师范教育的本质[J].中国美术教育,2000(6).
[22]靳尚谊.迎接新世纪中国美术的更大发展[J].载《美术》,2001(1).
[23]邓维东.振兴民族精神,重塑审美理想[J].载《美术》,2002(1).
[24]钟启泉.《知识社会与学校文化的重塑》《教育发展研究》2002(1).
[25]张健伟.对高等师范美术教育专业的几点质疑[J].美术观察,2002(6).
[26]尹少淳.美术学科设置[J].中国美术教育,2003(3).
[27]郑工.美术理论的学科概念和学科建设[J].美术观察,2003(3).
[28]詹武谈.高师美教专业课程改革[J].中国美术教育,2003(4).
[29]陈志娟.教育与高校美术教学[J].开封大学学报,2003(9).
[30]刘东.从《全日制义务教育美术课程标准》看美术教育之人文性[J].教育导刊,2004,(1).
[31]曾维华.对当前高校美术教育状况的思考[J].中国高教研究,2004(5).
[32]赵保林.艺术欣赏教育价值的再析疑[J].当代教师,2004(6).
[33]李福华.高等学校研究性教学初探[J].当代教育论坛,2004(6).
[34]吴冬声.当前高校美术专业教学问题探讨[J].南京艺术学院学报(美术与设计版),2005(3).
[35]刘讯.论美术教学功能转变的价值取向[J].黑龙江高教研究,2005(6).
[36]谢云中.关于普通高校美术教育改革的几点思考[J].铜仁师范高等专科学校学报,2005(11).
[37]刘振东,杨晓辉.新形势下高校艺术教育的问题与对策[J].河北农业大学学报,2006(2).
[38]张波,高丹.浅析高师美术教育内涵[J].长春师范学院学报,2006(5).
[39]张健.高校美术教育发展方向[J].郑州铁路职业技术学院学报,2006(12).
[40]王宏恩.对当前高校美术教育模式的反思[J].西北成人教育学报,2007(1).
[41]孙启.高师美术教育课程的设置与中小学美术教师的素质要求[J].中国校外教育·理论,2007(3).
[42]罗晓飞.高师美术教育价值取向与教育功能的全面凸现[J].教育与教学研究,2009(4).
②邓嘉珍.对高校美术教学的思考[J].韶关学院学报(社会科学版), 2002, (1): 132-134。
①章瑞安,在全国艺术院校教育专业改革座谈会上的讲话,广州美术学院美术学报,2003,2。
②谈高师美术教育的“素质教育”问题,平顶山师专学报,马公伟,2010,01,30。
①当代中国高等美术教育报考热潮探析,广西艺术学院学报《艺术探索》,李庆云、罗克中,2004,18,4.
①当代中国高等美术教育报考热潮探析,广西艺术学院学报《艺术探索》,李庆云、罗克中,2004,18,4.
①(苏)拉契科夫《科学学》第182页。
[1]凯洛夫.教育学[M]
[2]赫尔巴特.普通教育学[M].
[3]曹理.普通音乐教育学概论[M].北京师范学院出版社,1990.
[4]李妲娜.世界音乐教育集萃[M].漓江出版社,1991.
[5]姚思源.论音乐教育[M].北京师范学院出版社,1992.
[6] [英]赫伯·里德.吕延和译.通过艺术的教育[M].湖南美术出版社,1993.
[7]李新生,张建伟.美术教育论与教学法[M].河南美术出版社,1998.
[8]赵中建主译《全球教育发展的历史轨迹—国际教育大会60年建议书》[M].教育科学出版社,1999.
[9]常锐伦.美术学科教育学[M].首都师范大学出版社,2000.
[10]石中英.知识转型与教育改革[M].教育科学出版社,2001.
[11]齐易,张文川.音乐艺术教育[M].人民出版社,2002.
[12]潘耀昌.中国近现代美术教育史[M].中国美术学院出版社,2002.
[13]胡知凡.艺术课程与教学论[M].浙江教育出版社,2003.
[14]曾繁仁.中西交流对话中的审美与艺术教育[M].山东大学出版社,2003.
[15]程明太.美术教育学.[M]黑龙江美术出版社,2003.
[16]张小鹭.我国高等教育美术学科面临的挑战与对策[M].南京艺术学院学报, 2004.
[17]顾平.美术教育学导论[M].江苏美术出版社,2006.
[18]常汝吉.在职攻读教育硕士专业学位,全国统一(联合)考试大纲及指南[Z].北京师范大学出版社,2001.
[19]田舍.浅论艺术教育在素质教育中所起的作用[J].云南艺术学院学报,1996(4).
[20]华年.全国高师美术学科教育学研讨会会议纪要[J].中国美术教育,1999(6).
[21]王天一.艺术师范教育的本质[J].中国美术教育,2000(6).
[22]靳尚谊.迎接新世纪中国美术的更大发展[J].载《美术》,2001(1).
[23]邓维东.振兴民族精神,重塑审美理想[J].载《美术》,2002(1).
[24]钟启泉.《知识社会与学校文化的重塑》《教育发展研究》2002(1).
[25]张健伟.对高等师范美术教育专业的几点质疑[J].美术观察,2002(6).
[26]尹少淳.美术学科设置[J].中国美术教育,2003(3).
[27]郑工.美术理论的学科概念和学科建设[J].美术观察,2003(3).
[28]詹武谈.高师美教专业课程改革[J].中国美术教育,2003(4).
[29]陈志娟.教育与高校美术教学[J].开封大学学报,2003(9).
[30]刘东.从《全日制义务教育美术课程标准》看美术教育之人文性[J].教育导刊,2004,(1).
[31]曾维华.对当前高校美术教育状况的思考[J].中国高教研究,2004(5).
[32]赵保林.艺术欣赏教育价值的再析疑[J].当代教师,2004(6).
[33]李福华.高等学校研究性教学初探[J].当代教育论坛,2004(6).
[34]吴冬声.当前高校美术专业教学问题探讨[J].南京艺术学院学报(美术与设计版),2005(3).
[35]刘讯.论美术教学功能转变的价值取向[J].黑龙江高教研究,2005(6).
[36]谢云中.关于普通高校美术教育改革的几点思考[J].铜仁师范高等专科学校学报,2005(11).
[37]刘振东,杨晓辉.新形势下高校艺术教育的问题与对策[J].河北农业大学学报,2006(2).
[38]张波,高丹.浅析高师美术教育内涵[J].长春师范学院学报,2006(5).
[39]张健.高校美术教育发展方向[J].郑州铁路职业技术学院学报,2006(12).
[40]王宏恩.对当前高校美术教育模式的反思[J].西北成人教育学报,2007(1).
[41]孙启.高师美术教育课程的设置与中小学美术教师的素质要求[J].中国校外教育·理论,2007(3).
[42]罗晓飞.高师美术教育价值取向与教育功能的全面凸现[J].教育与教学研究,2009(4).