本研究以STEAM理论支撑,将白马藏族“熊猫舞”融入小学美术教育。通过文献研究,分析了“熊猫舞”的文化内涵和艺术特征,探讨其在美术教育中的跨学科应用价值。提出了融合本土文化的教学构想并设计出三个课时的“熊猫舞”大单元教案。旨...本研究以STEAM理论支撑,将白马藏族“熊猫舞”融入小学美术教育。通过文献研究,分析了“熊猫舞”的文化内涵和艺术特征,探讨其在美术教育中的跨学科应用价值。提出了融合本土文化的教学构想并设计出三个课时的“熊猫舞”大单元教案。旨在为非遗传承与美术教育的跨学科整合提供了新思路,促进学生文化认同感和创造力的培养,同时推动本土化、跨学科的非遗教育创新发展。This study integrates the Baima Tibetan “Panda Dance” into elementary school art education with the support of STEAM theory. Through literature research, we analyzed the cultural connotation and artistic characteristics of the “Panda Dance”, and explored its interdisciplinary application value in art education. A three-lesson teaching plan for the Panda Dance was designed to integrate the local culture. The aim is to provide new ideas for the interdisciplinary integration of non-genetic heritage and art education, to promote the cultivation of students’ cultural identity and creativity, and to promote the innovative development of localized and interdisciplinary non-genetic heritage education.展开更多
本研究通过分析国内外乡村小学美育的现状,探讨了教师培训与质量研究、乡村社区教育研究及乡村本土化教育研究的相关内容。国外研究多结合当地文化资源,采用多样化的教学方法和充足的资源配置,形成了完善的美育体系。对比之下,中国乡村...本研究通过分析国内外乡村小学美育的现状,探讨了教师培训与质量研究、乡村社区教育研究及乡村本土化教育研究的相关内容。国外研究多结合当地文化资源,采用多样化的教学方法和充足的资源配置,形成了完善的美育体系。对比之下,中国乡村小学面临师资力量薄弱、教育资源利用不充分等问题。结合本土文化进行美育教育在中国乡村有很大潜力。研究提出了双师课堂模式和本土化文化融入的具体实施建议,包括课程内容、课外活动、实践教学和家校合作的本土化措施,旨在提升乡村小学的美育水平,促进学生的全面发展。This study, by analyzing the current state of aesthetic education in rural primary schools both domestically and internationally, explores related topics such as teacher training and quality research, rural community education research, and rural localized education research. Foreign studies often integrate local cultural resources, adopt diverse teaching methods, and utilize abundant resources to form a comprehensive aesthetic education system. In contrast, rural primary schools in China face issues such as weak teacher strength and inadequate utilization of educational resources. There is great potential for integrating local culture into aesthetic education in rural China. The study proposes specific implementation suggestions for the dual-teacher classroom model and the integration of local culture, including localized measures for course content, extracurricular activities, practical teaching, and home-school cooperation, aiming to enhance the level of aesthetic education in rural primary schools and promote the overall development of students.展开更多
文摘本研究以STEAM理论支撑,将白马藏族“熊猫舞”融入小学美术教育。通过文献研究,分析了“熊猫舞”的文化内涵和艺术特征,探讨其在美术教育中的跨学科应用价值。提出了融合本土文化的教学构想并设计出三个课时的“熊猫舞”大单元教案。旨在为非遗传承与美术教育的跨学科整合提供了新思路,促进学生文化认同感和创造力的培养,同时推动本土化、跨学科的非遗教育创新发展。This study integrates the Baima Tibetan “Panda Dance” into elementary school art education with the support of STEAM theory. Through literature research, we analyzed the cultural connotation and artistic characteristics of the “Panda Dance”, and explored its interdisciplinary application value in art education. A three-lesson teaching plan for the Panda Dance was designed to integrate the local culture. The aim is to provide new ideas for the interdisciplinary integration of non-genetic heritage and art education, to promote the cultivation of students’ cultural identity and creativity, and to promote the innovative development of localized and interdisciplinary non-genetic heritage education.
文摘本研究通过分析国内外乡村小学美育的现状,探讨了教师培训与质量研究、乡村社区教育研究及乡村本土化教育研究的相关内容。国外研究多结合当地文化资源,采用多样化的教学方法和充足的资源配置,形成了完善的美育体系。对比之下,中国乡村小学面临师资力量薄弱、教育资源利用不充分等问题。结合本土文化进行美育教育在中国乡村有很大潜力。研究提出了双师课堂模式和本土化文化融入的具体实施建议,包括课程内容、课外活动、实践教学和家校合作的本土化措施,旨在提升乡村小学的美育水平,促进学生的全面发展。This study, by analyzing the current state of aesthetic education in rural primary schools both domestically and internationally, explores related topics such as teacher training and quality research, rural community education research, and rural localized education research. Foreign studies often integrate local cultural resources, adopt diverse teaching methods, and utilize abundant resources to form a comprehensive aesthetic education system. In contrast, rural primary schools in China face issues such as weak teacher strength and inadequate utilization of educational resources. There is great potential for integrating local culture into aesthetic education in rural China. The study proposes specific implementation suggestions for the dual-teacher classroom model and the integration of local culture, including localized measures for course content, extracurricular activities, practical teaching, and home-school cooperation, aiming to enhance the level of aesthetic education in rural primary schools and promote the overall development of students.
