美术理论在艺术类课程教学中的指导性价值研究
摘要
大学美术教育,作为国家艺术文化传承的重要组成部分,除为国家培养了大批艺术拔尖人才外,还在为我国民族美术矗立于世界艺术之林发挥着重要作用。特别是改革开放30多年以来,美术教育的辐射力在国家“重教”政策的感召下,取得了重大的突破。
然而,理性看待美术教育取得成绩的同时,更应正视问题之存在：美术理论在艺术类课程教学中的指导作用得不到体现；师生思维中重技轻理现象严重,正如叔本华曾说：“人类总免不了会犯同样的错误。”今天的美术界,仍然很多人视美术理论为美术创作的附庸。认为“艺术家所需要的是灵感,是手上工夫,是情感的体验,而不是理论。”如是,随之而来师资结构层次矛盾突出；美术理论课程评价不合理,直接映射出学生创新能力不强,与培养人的全面发展观的教育宗旨相悖。
美术理论是美术学科健康、有序、科学发展的源动力。在大众化教育发展背景下,现有师范或艺术院校经验性教育方法占主导地位的教育形式已不适应美术教育。美术发展的新形势迫切要求美术理论更加深入研究。有人说,理论应该更加联系实际；有人说理论应该更加思辨；有人说理论是对实践的注释；有人说理论是美术观念的更新……凡此种种,笔者通过社会调查、查阅相关文献、结合自己的实践经验,以高校美术理论教学为介入点,归类现时期高校美术理论教学的普遍现象、状况分析、失衡原因、指导价值、目标意义等五个方面来加以剖析。
逐步从人们对美术理论课的社会知识现状入手,分析学生理论课程中的差异表现,探寻其失衡原因,正视理论课程设置的定位模糊实际；教学评价的不合理性,致使美术高考带来的“艺考热”之现象的反思。针对传统美术教育负面影响、高校师资结构矛盾及培养机制完善方面加以论证,重点突出“美、术、育”三个大领域来阐述美术理论对于育人的重要意义。在探究过程中,提出一些定位理论指导实践,实践反作用于理论的创新思路及尝试性的指导价值保障措施。
通过对本课题的研究,目的对美术教育的实质意义加深理解,倡导重新审视美术理论在美术课堂教学中的指导性价值,回归美术教育教学的初衷。合理定位,以教育为手段,以完善人的发展为终极目标,寻找更加贴切和合理的美术理论教学的评价方法。同时,也想通过本课题的研究,创新教育思维,活化美术理论的生命价值,与美术理论教育同行共勉,促进美术理论教学的合理有序,促成良性发展。突出美术理论的科学性、人文性和创新性。在努力中借以抛砖引玉,真正让美术理论归位于在课堂教学中理论联系实践,理论指导实践的本位思考,从而达到教育人、完善人、发展人的目标。
当然,由于笔者的能力有限,虽然在导师、众多师友的启发和指引下,仍然做的差强人意。对问卷调查和相关访谈中存在的不够深入和不够系统也是本文的弱点。故此,也成了笔者的动力和继续学习和研究的支点。由于本人在中学执教多年,并且一直特别关注美术教育问题,攻读硕士期间,受导师的细心教导,以严谨的研究方法、严格的治学态度和因材施教的育人思想影响,加强对此课题进一步深入思考,必将长期努力践行和深入研究开拓美术教学新思维。在此,真切地期望能够得到各位师友、专家、学者的赐教,为我国美术教育及至整个教育事业和文化的发展添砖加瓦。
University art education as an important part of cultural heritage of the National Arts, in addition to train for the country a large number of top-notch artistic talent, still stands for our national art plays an important role in the forest of the world of art. Especially since the reform and opening up more than30years, the radiation power of art education in the country "re-education" policies inspired by, made a major breakthrough.
However, the rational view of art education achievements at the same time, they should face up to the problem exist:art theory guiding role in university teaching is not reflected; serious teachers and students thinking re-light technology management, as Schopenhauer hadsaid:"of humanity will inevitably make the same mistakes." today's art world, there are still many people who regard a vassal of the art theory for the creative arts. That the artist is inspired, hands work, emotional experience, rather than theoretical."In the case, followed by the teacher hierarchy of the obvious contradiction between; art theory curriculum evaluation unreasonable, and thus directly affect the students'innovation is not strong, contrary to the educational objectives of the comprehensive concept of development and train people.
Art theory art disciplines is healthy, orderly, and the source for the development of science. In the context of popular education, the existing Normal or experience in art schools sex education dominant form of education is no longer suited to art education. Art development of the new situation urgently requires in-depth study of art theory. Some people say that the theory should be more to reality; Some people say that the theory should be more speculative; Some people say that the theory is a comment to the practice; Some people say that the theory is the update of the art concept... All author by the Social Survey, refer to the relevant literature, combined with their practical experience, theoretical teaching college art point of intervention, classified the common phenomenon of the college Art theory teaching in the current period, condition analysis, five aspects of the imbalance of reason, guiding values, objectives and significance to be parsed.
Gradually starting from the social state of knowledge of art theory courses, analyze the differences in performance of the students'theoretical courses, explore the reasons for its imbalance, a vague position actually face up to the theoretical curriculum; teaching evaluation unreasonable, resulting in the fine arts college entrance broughtArts exam fever "phenomenon of reflection. The negative impact of traditional art education, Teachers' Structure contradictions and training mechanisms to improve aspects to be demonstrated, highlighting the three major areas of the United States, surgery, education of the art theory of the importance of educating people. In the inquiry process, some of positioning theory to guide practice, practice is counterproductive in the theory of innovative ideas and try the guidance value of safeguards.
Research on this topic, the purpose of a better understanding of the real significance of art education, and advocacy to re-examine the guidance value of art in the art classroom teaching to return to the original intention of the teaching of art education. Reasonable position, and education as a means to improve the human development as the ultimate goal to find a more appropriate and reasonable evaluation of the art theory of Teaching method., But also through the research of this subject, the innovative thinking of education, activation of the art theory of the value of life, and art theory in education peers encourage each other to promote the teaching of art theory a reasonable and orderly, virtuous development. Highlight the art theory of science, humanities, and innovation. Efforts in order to initiate real art theory naturalization is located in the classroom theory with practice and theory to guide practice-based thinking, to achieve the education of people, perfect people, development of the human target.
Of course, due to the limited ability of the author's inspiration and under the guidance of the instructors, many mentors still do satisfactory. Questionnaires and interviews is not deep enough and not enough system is the weakness of this article. Therefore, has become the fulcrum of the author's motivation and continue to learn and study. I taught in secondary schools for many years, and has been particularly concerned about the problem of art education during the study for master, mentor carefully taught, rigorous research methods, rigorous academic attitude and ideological influence of the individualized education, this subject further in-depth thinking, will long-term efforts to practice and in-depth study to develop new thinking of the art of teaching. In this truly expect to be able to get you teachers, friends, experts, scholars enlighten, to contribute to the development of art education in China until the whole of education and culture.
然而,理性看待美术教育取得成绩的同时,更应正视问题之存在：美术理论在艺术类课程教学中的指导作用得不到体现；师生思维中重技轻理现象严重,正如叔本华曾说：“人类总免不了会犯同样的错误。”今天的美术界,仍然很多人视美术理论为美术创作的附庸。认为“艺术家所需要的是灵感,是手上工夫,是情感的体验,而不是理论。”如是,随之而来师资结构层次矛盾突出；美术理论课程评价不合理,直接映射出学生创新能力不强,与培养人的全面发展观的教育宗旨相悖。
美术理论是美术学科健康、有序、科学发展的源动力。在大众化教育发展背景下,现有师范或艺术院校经验性教育方法占主导地位的教育形式已不适应美术教育。美术发展的新形势迫切要求美术理论更加深入研究。有人说,理论应该更加联系实际；有人说理论应该更加思辨；有人说理论是对实践的注释；有人说理论是美术观念的更新……凡此种种,笔者通过社会调查、查阅相关文献、结合自己的实践经验,以高校美术理论教学为介入点,归类现时期高校美术理论教学的普遍现象、状况分析、失衡原因、指导价值、目标意义等五个方面来加以剖析。
逐步从人们对美术理论课的社会知识现状入手,分析学生理论课程中的差异表现,探寻其失衡原因,正视理论课程设置的定位模糊实际；教学评价的不合理性,致使美术高考带来的“艺考热”之现象的反思。针对传统美术教育负面影响、高校师资结构矛盾及培养机制完善方面加以论证,重点突出“美、术、育”三个大领域来阐述美术理论对于育人的重要意义。在探究过程中,提出一些定位理论指导实践,实践反作用于理论的创新思路及尝试性的指导价值保障措施。
通过对本课题的研究,目的对美术教育的实质意义加深理解,倡导重新审视美术理论在美术课堂教学中的指导性价值,回归美术教育教学的初衷。合理定位,以教育为手段,以完善人的发展为终极目标,寻找更加贴切和合理的美术理论教学的评价方法。同时,也想通过本课题的研究,创新教育思维,活化美术理论的生命价值,与美术理论教育同行共勉,促进美术理论教学的合理有序,促成良性发展。突出美术理论的科学性、人文性和创新性。在努力中借以抛砖引玉,真正让美术理论归位于在课堂教学中理论联系实践,理论指导实践的本位思考,从而达到教育人、完善人、发展人的目标。
当然,由于笔者的能力有限,虽然在导师、众多师友的启发和指引下,仍然做的差强人意。对问卷调查和相关访谈中存在的不够深入和不够系统也是本文的弱点。故此,也成了笔者的动力和继续学习和研究的支点。由于本人在中学执教多年,并且一直特别关注美术教育问题,攻读硕士期间,受导师的细心教导,以严谨的研究方法、严格的治学态度和因材施教的育人思想影响,加强对此课题进一步深入思考,必将长期努力践行和深入研究开拓美术教学新思维。在此,真切地期望能够得到各位师友、专家、学者的赐教,为我国美术教育及至整个教育事业和文化的发展添砖加瓦。
University art education as an important part of cultural heritage of the National Arts, in addition to train for the country a large number of top-notch artistic talent, still stands for our national art plays an important role in the forest of the world of art. Especially since the reform and opening up more than30years, the radiation power of art education in the country "re-education" policies inspired by, made a major breakthrough.
However, the rational view of art education achievements at the same time, they should face up to the problem exist:art theory guiding role in university teaching is not reflected; serious teachers and students thinking re-light technology management, as Schopenhauer hadsaid:"of humanity will inevitably make the same mistakes." today's art world, there are still many people who regard a vassal of the art theory for the creative arts. That the artist is inspired, hands work, emotional experience, rather than theoretical."In the case, followed by the teacher hierarchy of the obvious contradiction between; art theory curriculum evaluation unreasonable, and thus directly affect the students'innovation is not strong, contrary to the educational objectives of the comprehensive concept of development and train people.
Art theory art disciplines is healthy, orderly, and the source for the development of science. In the context of popular education, the existing Normal or experience in art schools sex education dominant form of education is no longer suited to art education. Art development of the new situation urgently requires in-depth study of art theory. Some people say that the theory should be more to reality; Some people say that the theory should be more speculative; Some people say that the theory is a comment to the practice; Some people say that the theory is the update of the art concept... All author by the Social Survey, refer to the relevant literature, combined with their practical experience, theoretical teaching college art point of intervention, classified the common phenomenon of the college Art theory teaching in the current period, condition analysis, five aspects of the imbalance of reason, guiding values, objectives and significance to be parsed.
Gradually starting from the social state of knowledge of art theory courses, analyze the differences in performance of the students'theoretical courses, explore the reasons for its imbalance, a vague position actually face up to the theoretical curriculum; teaching evaluation unreasonable, resulting in the fine arts college entrance broughtArts exam fever "phenomenon of reflection. The negative impact of traditional art education, Teachers' Structure contradictions and training mechanisms to improve aspects to be demonstrated, highlighting the three major areas of the United States, surgery, education of the art theory of the importance of educating people. In the inquiry process, some of positioning theory to guide practice, practice is counterproductive in the theory of innovative ideas and try the guidance value of safeguards.
Research on this topic, the purpose of a better understanding of the real significance of art education, and advocacy to re-examine the guidance value of art in the art classroom teaching to return to the original intention of the teaching of art education. Reasonable position, and education as a means to improve the human development as the ultimate goal to find a more appropriate and reasonable evaluation of the art theory of Teaching method., But also through the research of this subject, the innovative thinking of education, activation of the art theory of the value of life, and art theory in education peers encourage each other to promote the teaching of art theory a reasonable and orderly, virtuous development. Highlight the art theory of science, humanities, and innovation. Efforts in order to initiate real art theory naturalization is located in the classroom theory with practice and theory to guide practice-based thinking, to achieve the education of people, perfect people, development of the human target.
Of course, due to the limited ability of the author's inspiration and under the guidance of the instructors, many mentors still do satisfactory. Questionnaires and interviews is not deep enough and not enough system is the weakness of this article. Therefore, has become the fulcrum of the author's motivation and continue to learn and study. I taught in secondary schools for many years, and has been particularly concerned about the problem of art education during the study for master, mentor carefully taught, rigorous research methods, rigorous academic attitude and ideological influence of the individualized education, this subject further in-depth thinking, will long-term efforts to practice and in-depth study to develop new thinking of the art of teaching. In this truly expect to be able to get you teachers, friends, experts, scholars enlighten, to contribute to the development of art education in China until the whole of education and culture.
引文
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