摘要
从非遗传承困境和高职艺术设计人才培养困境分析入手,提出以职业岗位能力培养和非遗传承能力培养为双核、以非遗动态模块融入专业课程体系为载体、以分段分层递进培养为方法的“三元、三创、三阶”人才培养模式,并确立此模式的人才培养目标、课程体系、实施体系和考核评价体系,通过基础、拓展、实践的层级实施,逐步引导学生激发创意思维、培养创新能力、塑造创业精神,实现知识积累、能力培养和价值塑造的有效融合。
Based on analysis of the plight of intangible cultural heritage inheritance and the dilemma art design talent training faces in higher vocational colleges,this paper puts forward a talent training model named“Three Elements,Three Creatives and Three Stages”,which takes cultivating occupational capabilities and ability of inheriting intangible cultural heritage as dual cores,uses the device of integrating dynamic modules of intangible cultural heritage into curriculum system,and adopts the method of step-by-step progressive training.In addition,it establishes talent training goals,curriculum system,implementation system and assessment and evaluation system of the model.Through layered implementation of foundation,expansion and practice,students are gradually inspired to develop their creative thinking,cultivate their innovative ability,and shape their entrepreneurship,thus realizing effective integration of knowledge accumulation,ability training and value shaping.
作者
龚瑜
Gong Yu(School of Media and Art Design,Wuxi City College of Vocational Technology,Wuxi 214153,China)
出处
《无锡商业职业技术学院学报》
2022年第3期107-112,共6页
Journal of Wuxi Vocational Institute of Commerce
基金
江苏高校哲学社会科学研究一般项目“专创融合视阈下非遗融入高职艺术设计创新人才培养研究”(2020SJA0955)
无锡城市职业技术学院2021年度“青蓝工程”培养项目。
关键词
艺术设计
非遗
“三元”
“三创”
“三阶”
art design
intangible cultural heritage
Three Elements(knowledge
skill
virtue)
Three Creatives(creativity
innovation
entrepreneurship)
Three Stages(foundation
expansion
practice)
