本文選題：人物肖像創(chuàng)作 + 人文關(guān)懷　； 參考：《上海師范大學》2015年碩士論文

【摘要】：在深化課程改革的過程中,以學生發(fā)展為本,開展關(guān)愛教育,不僅構(gòu)建中華優(yōu)秀傳統(tǒng)文化教育體系,培育和踐行社會主義核心價值觀,更體現(xiàn)整個社會對人才培養(yǎng)“立德樹人”的要求,在人物肖像畫中加強人文關(guān)懷的研究將此精神落到實處,回應(yīng)國家的需要,尊重學生個體生命成長,培養(yǎng)學生人文關(guān)懷的情懷。本研究針對初中人物肖像創(chuàng)作教學中存在著人文關(guān)懷缺失的問題,運用諾丁斯的關(guān)懷教育理論和建構(gòu)主義學習理論指導下開展教學實踐,設(shè)計出適合初中生學習的藝術(shù)與人文關(guān)懷相融合的人物肖像單元化研究型課程,讓學生完整體驗“像藝術(shù)家一樣的創(chuàng)作”過程,在相互合作、深入探究中進行知識的自主建構(gòu),形成肖像創(chuàng)作和美術(shù)學習能力;在關(guān)懷型的學習環(huán)境中實現(xiàn)“以情帶技”,幫助學生理解肖像作品背后對人和生命的關(guān)懷,關(guān)懷學生個人自主成長,給初中美術(shù)提供肖像畫教學新視角和現(xiàn)實的借鑒。本文研究的主要內(nèi)容如下:首先,通過文獻研究法界定和解釋“人物肖像畫”和“人文關(guān)懷”的基本概念,闡述諾丁斯關(guān)懷教育理論和建構(gòu)主義學習理論,分析國內(nèi)外“人物肖像畫創(chuàng)作教學”、“美術(shù)與人文關(guān)懷”的研究現(xiàn)狀,并通過質(zhì)性訪談研究的方式了解初中人物肖像畫教學中人文關(guān)懷的情況,找出并剖析存在的問題。其次,針對問題設(shè)計出實驗課題“藝術(shù)心靈之旅——向大師學肖像”單元化研究型教學方案,通過行動研究法融入建構(gòu)主義學習理論和關(guān)懷教育理論,明確育人目標、具體內(nèi)容、實施過程、操作步驟后開展由“探尋藝術(shù)——會欣賞、走進藝術(shù)——選大師、研究藝術(shù)——評大師、臨摹藝術(shù)——學大師、創(chuàng)作藝術(shù)——表感情、評價藝術(shù)——共分享”六個小單元組成的教學實驗,并總結(jié)教學實驗的效果,讓學生在知識的自主構(gòu)建中培養(yǎng)關(guān)懷型的創(chuàng)作觀,形成人文關(guān)懷品質(zhì)。最后,指出實驗過程中的主客觀局限性,提出進一步展望和后續(xù)性反思。
[Abstract]:In the course of deepening curriculum reform, we should focus on the development of students and carry out care education, not only to build up the excellent traditional Chinese cultural education system, but also to cultivate and practice the core values of socialism. It also embodies the demand of the whole society for the cultivation of talents, "building up a person by virtue," and strengthens the study of humanistic concern in the portrait painting of the characters to put this spirit into practice, to respond to the needs of the country, and to respect the individual life growth of the students. Cultivate students' feelings of humanistic care. In view of the lack of humanistic care in the teaching of portrait creation in junior high school, this study applies Noddings' caring education theory and constructivism learning theory to carry out teaching practice. To design a research course of the integration of art and humanistic care for junior high school students, so that students can fully experience the process of "creating like artists", and carry out the independent construction of knowledge in the process of mutual cooperation and in-depth exploration. To form the ability of portrait creation and fine arts learning; to realize "using emotion and skill" in a caring learning environment, to help students understand the concern for people and life behind portraits, and to care for the students' personal self-growth. To the junior high school art provides the portrait painting teaching new angle of view and the realistic reference. The main contents of this paper are as follows: firstly, the basic concepts of "portrait painting" and "humanistic care" are defined and explained by literature research, and the educational theory of Noddings' care and the learning theory of constructivism are expounded. This paper analyzes the present research situation of "the creation teaching of portrait painting" and "Art and Humanities concern" at home and abroad, and finds out and analyzes the existing problems by the way of qualitative interview research to understand the situation of humanistic concern in the teaching of portrait painting of junior middle school figures. Secondly, to solve the problem, we design the experimental project "the Journey of the Art Soul-the Portrait of the Master study", and integrate the action research method into the constructivist learning theory and the care education theory, so as to make clear the educational goal. The specific content, the implementation process, the operation steps are carried out by "exploring art-will appreciate, going into art-selecting master, studying art-evaluating master, copying art-learning master, creating art-expressing feelings", The teaching experiment composed of six small units is evaluated and the effect of teaching experiment is summarized so that the students can cultivate the caring creation view and form the humanistic care quality in the independent construction of knowledge. Finally, the author points out the subjective and objective limitations of the experiment, and puts forward further prospects and subsequent reflections.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.955

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本文編號：2029075