美育学刊
美育學刊
미육학간
Journal of Aesthetic Education
2015年
6期
90-94
,共5页
艺术教育%艺术教师教育%中小学艺术教育%分科式艺术%分科式艺术教育
藝術教育%藝術教師教育%中小學藝術教育%分科式藝術%分科式藝術教育
예술교육%예술교사교육%중소학예술교육%분과식예술%분과식예술교육
art education%education of art instructors%primary and secondary school art education%subject-by-subject art%subject-by-subject art education
艺术教育至少有艺术学科教育、艺术教师教育、公共艺术教育三个层面,和综合式艺术教育和分科式艺术教育两种方式;长期以来,艺术学科教育的理念和方法替代艺术教师教育和公共艺术教育,分科式艺术教育替代综合式艺术教育的做法,滞后了我国艺术教育的健康发展。教育部重新颁布的《普通高等学校专业目录》将艺术教育专业划归教育学学科门类,有望结束艺术教育的混乱状态,使艺术教师教育和公共艺术教育走上“为教育而艺术”的正确道路;理顺了高校艺术教育专业和中小学艺术教育的关系,中小学分科式和综合式两种课程体制并行的课程改革倒逼高校艺术教育专业的改革,必须从两种课程体制中做出选择,高校艺术教育专业必须首先确定各项艺术技能的最低标准,而中小学艺术教育也同样需要这个最低标准。
藝術教育至少有藝術學科教育、藝術教師教育、公共藝術教育三箇層麵,和綜閤式藝術教育和分科式藝術教育兩種方式;長期以來,藝術學科教育的理唸和方法替代藝術教師教育和公共藝術教育,分科式藝術教育替代綜閤式藝術教育的做法,滯後瞭我國藝術教育的健康髮展。教育部重新頒佈的《普通高等學校專業目錄》將藝術教育專業劃歸教育學學科門類,有望結束藝術教育的混亂狀態,使藝術教師教育和公共藝術教育走上“為教育而藝術”的正確道路;理順瞭高校藝術教育專業和中小學藝術教育的關繫,中小學分科式和綜閤式兩種課程體製併行的課程改革倒逼高校藝術教育專業的改革,必鬚從兩種課程體製中做齣選擇,高校藝術教育專業必鬚首先確定各項藝術技能的最低標準,而中小學藝術教育也同樣需要這箇最低標準。
예술교육지소유예술학과교육、예술교사교육、공공예술교육삼개층면,화종합식예술교육화분과식예술교육량충방식;장기이래,예술학과교육적이념화방법체대예술교사교육화공공예술교육,분과식예술교육체대종합식예술교육적주법,체후료아국예술교육적건강발전。교육부중신반포적《보통고등학교전업목록》장예술교육전업화귀교육학학과문류,유망결속예술교육적혼란상태,사예술교사교육화공공예술교육주상“위교육이예술”적정학도로;리순료고교예술교육전업화중소학예술교육적관계,중소학분과식화종합식량충과정체제병행적과정개혁도핍고교예술교육전업적개혁,필수종량충과정체제중주출선택,고교예술교육전업필수수선학정각항예술기능적최저표준,이중소학예술교육야동양수요저개최저표준。
Art education includes at least three levels—education of art as a discipline , education of the art instructors,and education of public art—and two methods which consist of and subject-by-subject art education and comprehensive art educa-tion.For a long time, the notion and methods of art education as a discipline has supplanted education of the art instructors and education of public art and subject-by-subject art education has supplanted comprehensive art education, which has ham-pered a healthy development of our art education.The Subject Contents of Institutions of Higher Education, re-issued by the Ministry of National Education, has incorporated art education into the category of pedagogy and will thereby remove the confusion over art education and put education of the art instructors and education of public art on the right path of“art for the sake of education”.It has also straightened out the relationship between art education in the institutions of higher learning and that in the primary and secondary schools.The coexistence in the primary and secondary schools of subject-by-subject art education and comprehensive art education, which is a curriculum revolution, calls for a corresponding reform in univer-sity art education in which universities must choose between these two course systems.Minimum standards must be set for the specific art skills in art education in the universities which the primary and secondary schools will also require and strive to meet.