【作者】 张婷；

【导师】 徐永文；

【作者基本信息】 江西师范大学 ， 教育史， 2012， 硕士

【摘要】 如果要追溯我国近代美术课程发展的历史，那要从1866年左宗棠在福州创办船政学堂，开设“画法”科目开始，经过一个半世纪的漫长岁月，如今的美术课程已成为实施素质教育的重要途径。随着新一轮基础教育课程改革的进行，在美术课程研究领域出现了许多新问题和不足之处，因此从历史的角度审视和研究这些问题成为研究中国基础教育美术课程理论的重要视角。本课题“新中国中小学美术课程的发展历程及其启示”属于中国教育史的研究领域，其对中小学美术课程理论建设，对现在与未来的中小学美术课程改革具有重要的参考价值。本课题从美术学科史的角度，以时间为顺序，以新中国成立以来，中央政府颁布的有关普通中小学教育的学制、课程（教学）计划、美术课程标准（教学大纲）、艺术教育法规为主要历史发展线索，结合相关史料，运用课程相关理论，力图详细考察新中国中小学美术课程在课程设置、课程目标（课程理念、指导思想、教学目标等）、课程内容（选择标准、教材结构、分类、比重、课时数量等）及课程评价（学习评价、教学评价等）等方面的历史嬗变过程，分析不同历史阶段美术课程的特点，总结出某些带有规律性的经验与教训，为现今的美术课程改革服务。概括本课题，得出以下主要结论：第一，新中国中小学美术课程发展经历了六个时期:新中国成立之初（1949-1952年），第一个五年计划时期（1953-1957年），全面建设社会主义时期（1958-1965年），社会恢复发展时期（1977-1988年），改革开放飞速发展时期（1989-1998年），全面推进素质教育时期（1999至今）。对各个阶段，从历史背景、事件及其影响三个大方面展现中小学美术课程发展的历程。第二，通过对课程设置、课程目标、内容标准、教材状况等方面的梳理，总结出新中国中小学美术课程的发展是随着社会的进步和人民观念的转变而不断发展的，其中有过停滞，但主流是进步的。这种进步表现在对美术课程由不重视到重视，由选修课到必修课，由分科课程到实施素质教育的综合课程，同时，美育的教育方针对美术课程的设置和实施起到指引性的作用。但在研究过程中，个人研究功底有限，加之对史料(特别是教材)的搜集不全面，对教材的特点研究不够，结论还需要从理论上加以提炼。更多还原

【Abstract】 If you want to trace the development history of China art curriculum, whichbegan in1866when Zuo Zong tang founded in Fuzhou shipping school, opened "descriptive" subjects. After1.5century long years, today’s art course has become animportant way to implement quality education. With a new round of basic educationcurriculum reform, in the fine arts curriculum research field, a lot of new problemsand shortcomings appeared, therefore, from the historical angle and study theseproblems as the study of Chinese elementary education art course theory perspective.The subject of" Development process and its Enlightenment of new China artcurriculum in primary and secondary school" belongs to the research field of Chinesehistory of Education, which has an important reference value for art curriculum theoryconstruction in primary and secondary school, for in now and the future of artcurriculum reform.This topic from the perspective of the history of art discipline, in the order oftime, with the founding of new China, the central government issued related ordinaryprimary and secondary education (Teaching), curriculum planning, curriculumstandard (Syllabus), art education as the main clue of historical development,combined with the related historical materials, using of curriculum theory, to detailedinvestigation of new Chinese curriculum in primary and secondary school artcurriculum, curriculum goal (curriculum concept, guiding ideology, teaching goals,the course content)(selection criteria, material structure, classification, specificgravity, class number) and curriculum evaluation (learning evaluation, teachingevaluation and so on) and other aspects of the historical evolution process, analysis ofdifferent historical stages of art curriculum’s characteristic, summarizes someregularities of experiences and lessons for today’s art, curriculum reform.Summarythis paper, draw the following main conclusions:First, the new China primary and secondary school art curriculum developmenthas experienced six stages: the initial stage of new China (1949-1952), the first fiveyear plan period (1953-1957), the period of overall construction of socialism(1958-1965), social development period (1977-1988), rapid reforming and openingperiod (1989-1998), the comprehensive promotion of quality education period (1999to date). In each stage, from the three major aspects:historical background, events andtheir impact to show the art curriculum development process in primary andsecondary school.Second, through to the analysis of the curriculum, curriculum objectives, contentstandards, teaching status and other aspects, summed up the development of artcurriculum in new China primary and secondar school is developed with the progress of society and people’s ideas change, which had stalled, but the mainstream isprogress. The progress are playing more importance to fine arts course than inpast,form an elective course to an obligatory course, from the subject curriculumcurriculum to the comprehensive course which carried out quality education, at thesame time, aesthetic educational policy has a guiding role to the arts curriculumsetting and implementingIn the study process, because of the limite of my research level, in addition to thecollection of historical data (especially textbooks) is not comprehensive, the study ofcharacteristics of teaching materials is not enough, the conclusion still needed to beextracted from the theory.更多还原