【摘要】：近年來,美術(shù)教育作為培養(yǎng)學(xué)生德智體美全面發(fā)展的重要學(xué)科,越來越受到教育部門和全社會的重視。素質(zhì)教育在全國的全面推行,使美術(shù)教育在教學(xué)中的地位逐年升高。與其他教學(xué)科目相比,美術(shù)教育提出得比較晚。回顧歷史,早在我國大教育家孔子、老子時期,美育就一直受到人們的格外重視。然而,在現(xiàn)代教育體制下,應(yīng)試教育對學(xué)校的課程安排及科目重視程度影響很大,尤其是在城鄉(xiāng)教育環(huán)境差別的影響下,農(nóng)村的小學(xué)美術(shù)教育教學(xué)情況變得奄奄一息。農(nóng)村小學(xué)美術(shù)教育情況之所以變得岌岌可危,原因不僅在于特殊的地理環(huán)境和經(jīng)濟環(huán)境,更和其處在重視考試甄別環(huán)境下不無關(guān)系,傳統(tǒng)的思維模式認(rèn)為美術(shù)教育和學(xué)生們未來的關(guān)系并不大,教育工作者對美術(shù)教育的認(rèn)識不夠深刻,同樣是非常重要的原因。小學(xué)美術(shù)手工課是美術(shù)課中的一項內(nèi)容,它與小學(xué)里其它課程教學(xué)不同,小學(xué)美術(shù)手工課在提高學(xué)生的審美能力、激發(fā)學(xué)生創(chuàng)新意識、開發(fā)與提高學(xué)生實踐動手能力、發(fā)展學(xué)生的想象力和表現(xiàn)力、培養(yǎng)美術(shù)積極性、培養(yǎng)學(xué)生手工制作的方法與技巧方面都有著不可替代的作用。小學(xué)美術(shù)手工課,更是集中了理論知識,實踐能力教育,開拓創(chuàng)新思維的綜合性課程,對孩子綜合素質(zhì)要求相對較高�？梢孕蜗蟮陌研W(xué)美術(shù)手工課教學(xué)的開展比喻為蓋高樓,提升小學(xué)生的素質(zhì)教育就是最堅實的地基。而目前農(nóng)村在小學(xué),美術(shù)手工課的教學(xué)現(xiàn)狀非常不理想,尤其在課堂教學(xué)問題上表現(xiàn)的尤為明顯,來自各方面的問題,我們應(yīng)具體問題具體分析,“一刀切”的辦法并不適用。應(yīng)采取積極措施和手段切實達(dá)到改善教學(xué)現(xiàn)狀的目的。如何讓農(nóng)村小學(xué)美術(shù)手工課的教學(xué)順利開展并且達(dá)到其課程價值目標(biāo),是本論文關(guān)心并且加以探討的問題。本論文一共分為四部分:第一部分,筆者通過閱讀和整理與課題相關(guān)的文獻(xiàn)資料,探究了農(nóng)村小學(xué)美術(shù)手工課教學(xué)問題出現(xiàn)的根源,以及研究解決這些問題的目的和意義。第二部分,詳細(xì)闡述了小學(xué)美術(shù)手工課的概念和分類,并且對當(dāng)前農(nóng)村小學(xué)美術(shù)手工課的教學(xué)現(xiàn)狀進(jìn)行分析,為之后的研究做了鋪墊。第三部分,闡述了農(nóng)村小學(xué)美術(shù)手工課教學(xué)在農(nóng)村小學(xué)美術(shù)教育中的關(guān)系和作用,并且制作和發(fā)放了調(diào)查問卷,針對特定區(qū)域農(nóng)村小學(xué)的學(xué)生及教師,通過調(diào)查問卷的反饋情況,結(jié)合當(dāng)?shù)亟逃妥匀毁Y源,做了農(nóng)村小學(xué)美術(shù)手工課的應(yīng)用問題分析。第四部分,根據(jù)以上闡述的問題,結(jié)合當(dāng)?shù)亟虒W(xué)環(huán)境和師資配備、家庭因素、當(dāng)?shù)刈匀晃幕Y源等方面,提出了建議和對策,也對今后農(nóng)村小學(xué)美術(shù)手工課教學(xué)前景做出了展望。
[Abstract]:In recent years, art education, as an important subject to cultivate students' moral, intellectual, physical and aesthetic development, has been paid more and more attention by the education department and the whole society. The promotion of quality education in the whole country makes the status of art education in teaching rise year by year. Compared with other teaching subjects, art education was put forward later. Looking back on history, as early as Confucius, a great educator in China, aesthetic education has been attached great importance to in Laozi period. However, under the modern education system, examination-oriented education has a great impact on the curriculum arrangement and subject importance in schools, especially under the influence of the difference of educational environment between urban and rural areas, and the teaching situation of art education in rural primary schools becomes moribund. The reason why the situation of art education in primary schools in rural areas has become precarious is not only because of the special geographical and economic environment, but also because it has something to do with its emphasis on examination and screening. The traditional mode of thinking holds that the relationship between art education and students' future is not great, and that the educators' understanding of art education is not deep enough, which is also a very important reason. Art handwork course in primary school is one of the contents of art class. It is different from other courses in primary school. It can improve students' aesthetic ability, stimulate students' creative consciousness, develop and improve students' practical ability. It plays an irreplaceable role in developing students' imagination and expression, cultivating the enthusiasm of fine arts and cultivating the methods and skills of students' handwork. The art handwork course in primary school concentrates the theory knowledge, the practice ability education, develops the innovation thought comprehensive curriculum, the request to the child comprehensive quality is relatively high. We can compare the teaching of art handwork in primary school with the construction of high buildings, and promote the quality education of primary school students is the most solid foundation. But at present, the present situation of art handwork teaching in the countryside is not ideal, especially in the classroom teaching problem, especially in the classroom teaching problems, from all aspects of the problem, we should specifically analyze the specific problems, "one size fits all" method is not applicable. Positive measures and means should be taken to achieve the goal of improving the present situation of teaching. How to make the teaching of art handwork in rural primary school develop smoothly and reach the goal of curriculum value is the problem that this paper concerns and discusses. This paper is divided into four parts: the first part, the author through reading and sorting out the literature related to the subject, to explore the root causes of the problems in the teaching of art handwork in rural primary schools, as well as the purpose and significance of solving these problems. In the second part, the concept and classification of art handwork course in primary school are described in detail, and the present teaching situation of art handicraft course in rural primary school is analyzed, which paves the way for the later research. The third part expounds the relationship and function of art handwork teaching in the rural primary school art education, and makes and distributes the questionnaire, aiming at the students and teachers of the rural primary school in the specific region. Through the feedback of questionnaire, combining with local education and natural resources, this paper makes an analysis on the application of art handwork in rural primary schools. The fourth part, according to the problems described above, combined with the local teaching environment and teacher allocation, family factors, local natural and cultural resources and other aspects, put forward suggestions and countermeasures. The prospect of handcraft teaching in rural primary schools is also prospected.
【學(xué)位授予單位】：長春師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.75

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