【作者】 陈明；

【导师】 孔新苗；

【作者基本信息】 山东师范大学 ， 学科教学， 2007， 硕士

【摘要】 世界本身是浑然一体的,它既具有整体性,又具有多样性。在实际生活中,我们永远找不到一个纯粹的数学问题,也找不到一个单纯的经济问题。而现代学校教育的过程,又必然以语文、数学、外语等各学科来分别进行,人文学科与自然学科分离,数学课只要求学生思考数字,语文课只要求学生练习词语。这样,形成孤立的、单一的学科思维,就成为现代学校教育的一个被批判的弊端和新教育研究的出发点。整合式的教育,能使学生构建知识与思维的综合性,在生活的需要中交织出闪光点。但取消学科界限如同取消文化的地域差异那样同样是反科学的,如此,跨学科的整合式教育如何进行?它在不同学科中面对的不同课题是什么?其在操作中的难点与空间有哪些……本文力图从美术课程切入进行探讨。本文的研究属于运用型研究,目的是在新课程标准下,在前人研究的基础上通过对美术综合教学法理论的剖析,研究在美术基础教育阶段实施综合教学的可行性,以及综合教学对学生自身素质全面发展的作用。本课题的研究以建构主义心理学和多元智能论为理论基础,在研究过程中主要采用文献资料法、经验总结法、案例分析法等方法进行归纳总结。在实施过程中采用一科切入多科渗透的综合教学法。首先在美术课程内进行各学习领域间的综合教学实验研究,然后在美术课程与其他课程之间进行跨学科渗透教学。在学科内,美术综合教学体现在美术教育对自身本体认识的逐步精微化上,促使美术教学内容中的绘画、工艺、欣赏三大课业相对分工的界限更趋融合,内容更趋综合,形成你中有我、我中有你的综合趋向。在学科之间,美术教育的综合化体现在课程的整合,突破传统的学科教育模式,走出“纯美术”的小天地,加快学科的横向有机结合,构建美术综合知识教学过程,将多种学科中关于创造力、制作力、审美力和思维方式以及知识点等因素在美术学科的平台上交叉、融汇,以形成整体大于局部之和的学习功效,达到培养人才之目的。研究结果表明:打破原有的学科界限进行美术综合教学能增加美术课堂的吸引力,提高学生对美术课的兴趣。较大地影响学生的学习方法、思维方法,促进学生认知结构的完善,培养学生科学的探索精神及综合应用能力。美术的形象思维方式也能和其他学科思维方式进行有机地融合,它们互相促进、互为一体地形成培养学生的创新意识,激发学生的创新思维,进而培养学生的创新能力,促进学生左右脑的共同开发,使学生的素质得到全面和谐的发展。研究中还发现,美术跨学科综合教学存在着一些误区。综合教学不是单纯地把美术与数学、语文和自然科学等学科进行简单的相加,而是把艺术的体验、形象思维的方法扩展到其他学科知识内容中。综合课程资源开发存在知识的琐碎化问题。误区还表现在:美术综合教学不能正确地与综合艺术课程相区别上。美术教学的综合性应以美术为主线,辅以其他艺术门类、其他学科。也就是说,综合美术教育要以美术学科为本体,并在教学时找准美术学科与其他学科知识点与知识点之间的有效结合点,以使他们成为和谐统一的整体,从而营造出多种学科相互支持,相互补充的学习语境。使课堂立体化、生活化,让美术教学更能促进学生身心和谐,综合发展。针对这些误区,实施美术教育综合教学需要把握好一个收与放的尺度。教学要从美术课程内容出发,向其他学科延伸,然后还要回归到为美术教学这一宗旨上来。课题论文的研究写作虽然已经告一段落,但对基础美术教育综合教学的研究在实际工作中我将继续。更多还原

【Abstract】 The world itself is an integrated one which is characterized with the wholeness and diversity. In the actual life, we can never find a pure mathematical problem, nor an economic problem. However, in the process of modern school education, we have to conduct our teaching according to the classification of subjects, such as Chinese, math, English. In this context, the arts are separated from the science. Studying figures is the only concern in the mathematical class and practicing phrases is the main concern in the Chinese class. Therefore, an isolated and unilateral mode of subject thinking is formed, which is criticized severely under the context of the modern school education on the one hand and which lightens the researching direction for the new education on the other hand. Integrated education can facilitate students to construct knowledge and reinforce their comprehensive thinking. It is antiscientific to cancel the subject boundary as well as the regional disparity in culture. Thus, how to conduct the interdisciplinary integrated teaching? How to operate it in the specific subjects? What is the difficulty and further improvement in its operation? This thesis attempts to make further exploration from the angle of art subject.This thesis comes into the category of operational research. Through the analysis and review of the integrated teaching theory, this paper aims at exploring the feasibility of the implementation of integrated teaching in basic education of art subject and the function of integrated teaching in the full development of students.This thesis is heavily relied on theories of constructive psychology and multiple intelligence. Scientific research of document, summary experience and case analysis are adopted in the process of research. At first, the author carries on the experimental research of integrated teaching in the art subject, and then conducts interdisciplinary teaching. Within the art subject, the integrated teaching expresses itself in the gradual refinement of its metacognition, which integrates the boundaries and the contents of drawing, arts and crafts and appreciation. Among the subjects, the integrated teaching expresses itself in the integration of courses and in break with the traditional teaching modes, speeding up the horizontal combination of subjects and construct the integrated teaching process of art subject.The results of research: 1) the integrated teaching which breaks with the original subject boundary adds attraction to the art class and arouses the interests of students.2) it is greatly influencing the learners’modes of learning and thinking, promoting learners’perfection of cognitive structure and fostering learners’explorative spirit and application ability. The organic combination of modes of thinking in different subjects will foster students’creative conscience, inspire their creative thinking and thus foster their creativity, which will facilitate students’overall development and harmonious development.There are also misunderstandings in the integrated teaching in the art subject. Integrated teaching is the combination of art experience and modes of image thinking with other subjects, rather than the simple addition of math, Chinese, natural science to art subject. Trivialness of knowledge is a problem in integrated teaching. The misunderstanding can also be found in the understanding of integrated teaching in art and comprehensive art courses. The integration teaching should lay emphasis on art and complemented by other art courses and subjects. In other words, integrated teaching in art subject centers on the art itself and we have to locate the efficient joint of art subject and other subjects. Thus, a harmonious wholeness can be established and different subjects can support each other, which is beneficial for students’overall development.As to theses misunderstandings, conducting the integrated teaching of art asks for the good control. Starting from the subject content, our teaching has to stretch to other subjects and then return to the purpose of serving art teaching.Though the composition of this thesis comes to an end, the author will continue to do research of the application of integrated teaching to basic education of art subject.;更多还原