论艺术院校德育隐性课程显性化

德育显示课程和隐性课程是当今高校对学生进行德育教育的两种最基本形式。二者各有优势,需要把二者结合起来,尤其要促进德育隐性课程显性化。艺术院校大学生有其自身特点,其德育隐性课程显性化也要通过不同的途径得以强化。     

灯光语言在视觉艺术中的应用及其架构方法

在“澄怀味象”中“澄怀观道”,或由“感物兴怀”而“神超理得”,一直是视觉艺术所追求的理想境界。单点布光、三点布光、综合布光等灯光语言表达必须遵循勾股定律、黄金分割定律以及双曲线定律和对角线原理等方能因常、反常皆合道。由此所造就的视觉艺术造型方能以象为基础,情为中介,理趣为归宿,实现“道一”、“道无量”、“圆融”三境相合相生的意境深层审美结构中道之认同境层。     

给艺术更大的驰骋空间--迎接WTO挑战的大学艺术教育的抉择

面对加入WTO的挑战,大学艺术教育需确立重视基础知识学习、注重能力结构完善、注重发展学生个性、强调培养良好品质和强调培养国际意识等理念。然而,艺术教育在作用上的普遍性和发展上的不平衡,要求我国的大学艺术教育加大发展的力度。因此,大学需要调整优化专业结构,注重艺术教育在育人中的地位;变革大学课程结构,发展全球化的课程体系;让学生参与教学和管理,构建艺术教育的教学环境;建构与惯例相符的艺术教育质量标准,完善质量评估系统;建立现代大学制度,保障大学艺术教育的健康发展。     

Retooling Education: Testing and the Liberal Arts

The motivation and methodology for measuring intelligence have changed repeatedly in the modern history of large-scale student testing. Test makers have always sought to identify raw aptitude for cultivation, but they have never figured out how to promote excellence while preserving equality. They’ve settled for egalitarianism, which gives rise to “culturally fair” tests that substitute vagaries for knowledge, deprive students of any real appreciation for language, and trivialize education. Robert Jackson yearns for traditional oratorical approaches to schooling that venerate and imitate essential, time-tested masters. Unfortunately, he writes, such an education defies measurement with today’s multiple-choice instruments.

微型学习:成人教育的新途径

成人教育有利于推进社会发展与全民综合素质的提高,已经成为教育事业极为重要的组成部分。微型学习作为教育体系的新兴有机组成部分,以其灵活易用和个性化等特点在成人教育中凸显了明显的优势。通过文献分析法厘清微内容、微型学习的内涵,在探究微型学习应用于成人教育适切性的基础上,提出微型学习应用于成人教育的建议,以使微型学习更好的服务于成人学习。     

Gallery of the Future: New Directions in Arts Education

The arts at the end of the 20th Century are dynamic: they are playing an increasingly important role in the life of individuals and the structuring of society. But they are also changing dramatically. It is my argument that arts education will need to change practice to match. The aim here is to discuss some of the key changes and values that will require a response from schools. Where do we look for evidence of these changes? Can we say what they are? I believe that we can. There are specific themes or directions now current in the arts which are likely to continue into the future. In the main they stem from the dynamism created by the interaction between art, technology and social change.     

新建本科院校艺术专业教育的特色发展之路

以忻州师范学院艺术系的特色发展个案为研究对象,探索新建本科院校艺术专业教育的特色发展之路,通过对其教学实践、科研创新以及师资和硬件基本建设发展的分析,认为走特色发展之路是新建本科院校发展的生命,立足地方经济文化发展的需要是新建本科院校走特色发展之路的前提,办学理念与特色办学实践的双重探索是形成大学特色的关键。     

关于美术教育中若干问题的再认识

在美术教育实践中 ,存在一些认识和实践方面的误区 ,并在一定程度上影响着教育效果。因此 ,应从造型与写实 ,素描与速写 ,结构素描与明暗素描等方面 ,对这些概念进行正反两方面的分析与论述 ,并且相应地提出了一些可行性的教学建议     

试论艺术英语中的人文教育魅力

教育的目标是培育全面发展的“文化人”,人文教育起着非常重要的“人学”作用.艺术英语作为一门新型人文素质教育课程,其魅力主要体现在通过课堂教学、科学研究活动和社会实践活动教导人明确人的本质、教导人构建正确的价值观和教导人营造精神家园.     

论儿童教育的出路

传统儿童观认为,儿童与成人相比,最明显的特征就是无知.与此相应,儿童教育的任务就是把成人世界的东西灌输给儿童.而现代儿童观则认为.儿童有其不同于成人的生活,儿童是在自己的生活里实现其成长的.传统教育是学习取向的,现代教育是成长取向的.对于一个民族来说,没有任何事物比儿童及其成长更重要.除了现代儿童教育观念,我们别无选择.     

信任:走向实效德育之路

在德育实效性问题的研究中,贴近生活、贴近实际、贴近受教育者已经成为研究者的共识,大家认为把学生作为道德实践主体,或者把学生从道德的知性主体转为实践主体是走向实效性德育的根本道路。从德育实践的角度看,我们就不能不考虑道德教育所在的人与人、人与各种规范系统之间的关系,把这些关系聚合在一起的就是信任。     

Imagining the Imaginative: An Analysis and Its Implications for Arts Education

Artistic activities are frequently touted as being imaginative or valuable in helping develop the imagination of students. However, it is not always clear what is meant by the imagination. Is the imagination a faculty of the mind? Do some people have it while others do not? Is it something that can be developed? Or is having an imagination having the ability to conceive of ideas in a certain way? If having an imagination is an ability to conceptualize in a certain manner, can educators provide experiences which foster this ability? How does this ability differ from creative ability or the ability to fantasize? These questions, among others, must be dealt with if we are to come to an understanding of what we mean by the concept of imagination. Having a clearer understanding of what we mean by the imagination still leaves unanswered questions concerning why we should want to be imaginative and why being imaginative is important for arts education. These are the questions to be addressed in the following paper.     

Making Way for Technology Education

This paper discusses two major issues confronting any attempts to make technology education an integral part of the school curriculum. The first issue has to do with the lack of agreement—stemming from its diverse origins—regarding the core concepts, instructional strategies, and student outcomes that should comprise technology education. Characterizations of eight different approaches are provided. The second issue concerns the relationship of technology education to the existing school curricula, specifically, the science curriculum and vocational education. The historical connections between science and technology are discussed, and the argument is made that the traditional second-class position of technology in the school curriculum needs to be remedied in favor of making science and technology equal curricular partners. Vocational education, too, needs to be modernized to move from narrow skills training to education for the technological work place.