In the special lecture on August 15th, the experts discussed the development of excellent traditional cultural curriculum resources under the core literacy standard through theoretical perspective and combining with the characteristics of the art textbook of Xiangmei Publishing House. The students have gradually mastered the direction and method of curriculum design. In the course training on August 16th, the students will accept the guidance of the instructor, formally enter the practical link of micro-class design and production, and show the results of the micro-class design of team cooperation. So stay tuned!
1.Design and Implementation of Core Literacy Courses (Shen Lan)
Profile of the Speeker:
Shen Lan is currently art teacher and researcher at the Teacher Development Center of Suzhou Industrial Park, Jiangsu Province. She is senior middle school teacher, famous teacher in Suzhou, and leader of young and middle-aged art subjects in Suzhou. She has won the first prize in the classroom teaching competition of the Department of Sports, Health, and Arts of the Ministry of Education. She's editor-in-chief and participating in the compilation of the provincial "Art Activities" textbook, national standard Suzhou junior art textbook, the core compiling member of the teaching staff, editor of National standard People's Fine Arts Publishing House version of high school "Art Appreciation" textbook. And she's special tutor on art education of Soochow University College of Art and Suzhou University of Science and Technology.
Introduction of the Lecture:
The lecture of "Core Literacy Curriculum Design and Implementation" fully embodies the teaching methods of "situational inquiry" and "autonomous learning" advocated by the core literacy curriculum, and establishes a bridge between traditional culture and art classroom. The theme of this lecture is "Into the Singular Garden-Teaching Design of Art Courses". Ms. Shen showed us the perfect integration of art classrooms with traditional culture and other disciplines with vivid cases.
1.Enhance students' aesthetic ability and reflect the value of art courses
The objectives of art courses are to stimulate students to enter the "art situation", make students' thinking and spirit consciously move closer to the direction of aesthetics, creativity, and imagination, make the classroom "artistic", and make classroom learning and classroom situations full of beauty and attraction. Students should be relaxed and full of interest in art classes, and be happy in the process of practice.
2.The collision reaction between art courses and various fields
In the classroom case "Looking for Water Color", Ms. Shen perfectly embedded Zhu Ziqing's "Green" in the Chinese textbook, allowing students to compare literary works and actually find relevant elements, guiding students to understand the change of color and the diversity of painting language.
The gardening elements and the aesthetics of Jiangnan gardens in the "Suzhou Gardens" curriculum case are by no means limited to paper. The on-site exploration of architectural features, combined with the charm of Suzhou gardens in the Chinese textbook, matches the background of garden construction in the history books. Brick carvings and chants allow students to understand the relationship between gardens and gardening art in an artistic context.
"Looking for the Ancients and Exploring the Secluded" collides the teaching of art courses with classical Chinese, history, and traditional Chinese culture. It uses stone reliefs and bricks as the carrier to understand the rich artistic connotation and cultural world of Chinese culture. Through searching, exploring and recreating, the historical context of this course is formed, and the course of learning can radiate to more levels.
"Imagination of Civilization-Thoughts from the Art of Writing and Calligraphy..." uses Chinese calligraphy as the basic art dot and Chinese characters in Chinese culture as the cultural package, so that students can understand the symbiosis and co-prosperity of Chinese calligraphy and Chinese characters in the development process. The course allows them to know and understand traditional art, and then to think and imagine new culture. In the exhibition stage, the course is coordinated with large-scale creative installation art, which perfectly integrates classroom teaching and artistic creation, presents a complete teaching design, and is also a complete artistic creation process.
3. Course development and course design of unit subject course
Ms. Shen emphasized that when preparing for each unit course and theme course, a large amount of relevant reading and material preparation must be carried out to accumulate a large amount of teaching materials and enrich their knowledge reserves. In the process of teaching design, attention should be paid to continuous teaching reflection and improvement. Ms. Shen cited and analyzed the case of "Masters' Art", "The Beauty of Building", "Jiangnan Folk", "Garden Art Environment" and other characteristic thematic unit courses, and pointed out the diversity of curriculum design and student works.
Ms. Shen pioneered the teaching activity of "Ancient Paintings in the Classroom", using "Traveling in the Mountains and Rivers" and "Fu of Luoshen" as examples to create an art teaching situation. Teachers and students learn together. Teachers advocate reading, let reading replace mobile phones, and enrich students and teachers' artistic knowledge.
4. Establish a "singular garden" for teaching art courses
The study of art is not only the study of technology and art knowledge, but also the study of "beauty", the establishment and cultivation of aesthetic experience and aesthetic experience, and the comprehensive study of art language. Through learning, students are allowed to increase their self-confidence, dare to judge, learn to express and learn to create, and the important factor leading them into this "state" is the teaching design of art courses.
Through the understanding of fine arts and fine arts education theories, the principles of "status, strategy, content" are applied. Grasp various aspects related to culture, emotion and skills in the art course design, and establish a vivid and energetic art classroom. This is the ideal "singular garden" for art courses, and it is also the "singular garden" where students can show their creativity ".
Piloting by Class
In order to learn efficiently, in the specific practical training session, the summer school has divided 100 students into classes. In the afternoon course, teachers Zhu Deyi and Jia Xiaochuan provided targeted guidance for the A and B classes respectively. Although in different classes, the same enthusiasm for inquiry made the course training gradually bear fruit. The briefing group will lead everyone into two classes and feel the careful guidance of the two teachers.
Profile of tutors:
Jia Xiaochuan is editor-in-chief of the journal "Chinese Elementary and Middle School Art" by People's Fine Arts Publishing House, concurrently director of the editing room of art textbooks for elementary and middle schools, deputy editor of the national edition of high school art textbook "Modern Media Art", and executive editor of "Comic Pictorial". He is member of the Expert Group for Interpretation of Art Curriculum Standards of the Ministry of Education, expert of art curriculum of the National Training Program of China Teacher Education Network.
Zhu Deyi is professor and master tutor of the School of Fine Arts of Anhui Normal University, member of the Chinese Artists Association and member of the Chinese Education Society. He is member of the basic education expert database of the Ministry of Education, national art education monitoring and bidding expert, reserve candidate for academic and technical leaders in Anhui Province, participating in the Ministry of Education "Kindergarten Teacher Training Course Standards for Primary and Secondary Schools". He has presided over a number of provincial key topics. His main research directions are art education, art education psychology, art education for children outside school, art teacher education, family education.
Brief of direction:
Mr. Jia is giving pointers to each course and carefully putting forward his own suggestions to make the course design more scientific, complete and implementable. Ten groups are ten cases, and each case is a spark of students’ wisdom. Under the guidance of Teacher Jia, each group member has benefited a lot from communication and improvement. They not only improved the curriculum design, but also learned more cutting-edge knowledge.
Using this summer school training as an example, Mr. Zhu vividly explained to the class A students the state of "problem-based teaching". And he gave a detailed explanation of the big concept and the basic problem setting. After the overall lecture, Mr. Zhu carefully analyzed and guided the frame structure of each group. While guiding, he did not forget to explain the basic principles and knowledge of course design to other students.