【作者】 毛计平；

【导师】 么加利；

【作者基本信息】 西南大学 ， 比较教育学， 2008， 硕士

【摘要】 伴随新课程改革进一步深化,审美教育日益受到重视,取得了卓越的成绩,但依然存在不少亟待解决的问题,尤其是民族地区小学美育实施不尽人意。民族地区小学审美教育在课程设置、教学内容、文化背景、审美价值取向等方面普遍存在脱离民族地区实际的问题。实际上,民族地区义务教育阶段新课程改革的进一步深化,应当使新课程的理论与实践切实扎根于区域内特殊的自然生态与人文生态环境之中,进而寻求课程研究与开发的途径。同样,泸沽湖小学美育课程的理论与实践也应植根于摩梭人的自然生态与人文生态环境之中。在实地调查的基础上,本研究从美学、课程论、多元文化整合教育理论、美育心理学、审美化教学理论等视角出发来探讨泸沽湖摩梭民间美育课程资源开发理论与实践问题。调查发现,当前泸沽湖地区小学美育开展缺乏地方和民族特色,摩梭民间审美文化资源丰富多样与美育课程开发利用薄弱的矛盾尤为突出,以至于审美教育与少数民族儿童生活相剥离,形成没有感召力的学校美育课程。究其原因,是由于应试教育制约美育课程目标的多元化、摩梭民间审美文化资源未得到有效地挖掘和利用、美育课程实施过程中忽视了民族儿童的审美心理、教师审美观念在主流文化冲击下的扭曲等所导致。对此,本研究围绕课程论的四个基本问题(课程目标、内容、实施方式、评价),结合泸沽湖摩梭小学美育课程的现状及问题,提出具有民族特色的泸沽湖摩梭小学美育课程体系的构想,即通过校本课程深入挖掘摩梭民间文化资源,经由理性选择,使之演变为具有生命力的课程资源,进而融入到学校美育课程中去,彰显其民族文化的审美价值,培养和提高摩梭儿童的审美素质。研究的重点是为摩梭民间审美教育课程资源开发提出一个理论设想,为其他民族、其它学科开发课程资源提供参考和借鉴。其终极目标是培养与提升每个民族学生的审美素养,促进其知、情、意完美人格的生成,实现传承和创新民族传统文化的目的,使多元一体的格局得以延续。更多还原

【Abstract】 With the further development of new curriculum reform, Aesthetic Education has been increasingly paid more attention and has achieved great achievements. However, there are still many problems to be solved, especially the Aesthetic Education of primary school aesthetic in ethnic minority areas. It is not consistent in the reality of the minority areas, such as the curriculum constitution, the contents of teaching, cultural background, aesthetic values, etc. In fact, with the further development of the compulsory education in the ethnic areas, the theory and practice of the new curriculum should be firmly radicated in special natural and humane ecosystem environment of the minority areas, thus we can find the way to Curriculum research and development. This is the same with the situation in primary schools of Lugu Lake area, in which the theory and practice of the aesthetic curriculum should also be radicated in Moso’s natural and humane ecological environment.Based on the field work, this paper this paper mainly discusses about the questions on aesthetic curriculum development of Lugu Lake area which includes both theories and practices through different angles such as Aesthetics, Curriculum theory, Multicultural Integration Education Theory, Psychology of Aesthetics, Aesthetic Theory of Teaching, etc. This survey shows that Aesthetic Education of Lugu Lake is lack of local and ethical unique characters, the contradiction between Moso’s prolific aesthetic cultural resources and poor development or utilization of Aesthetic Education in Lugu Lake is so heavy that the Aesthetic Education is losing its charming which is far from children’ s living . The reasons involve: diversifications of Aesthetic Education curriculum objectives being restricted by exam-oriented education, Moso folk aesthetic cultural resources being poorly developed, children’s aesthetic psychology being ignored in curriculum implementation, teachers’ aesthetic attitudes being distorted by the influence of the mainstream culture. Therefore, the research tries to present some ideas about the local character aesthetic education of primary schools in Lugu Lake area according to the four basic aspects of curriculum theory (objective, content, method, and evaluation) , combining with the current situation and the problems on Aesthetic Education curriculum of primary schools in Lugu Lake area. It is to build up school-based curriculum by deeply developing Moso prolific folk cultural resources, and make it alive by rationally choosing, then to become one part of school aesthetic education curriculum, which highlights the aesthetic value of Moso culture, cultivates and improves Moso children’s aesthetic quality. The key point of this paper is to put forward a theory assumption about the development of folk aesthetic educational curriculum in Lugu Lake area, to set up an example for other minorities and other subjects in the area curriculum development. The most important aim is to foster and strengthen the students’ aesthetic viewpoints of every nation, to help their forming perfect personalities with good cognition, emotion and will, to inherit, develop and create ethical traditional culture; and to keep up the culture in general as a multi-dimensional unity.更多还原