Theoretical and Practical Research of Intellectual Education in Elementary Schools Arts and Crafts Class

使从材料、地点等构思的造型活动成为学校艺术课程的支柱，并使这些活动不围绕头脑中的图像，其中存在着意义和概念等东西，而是外部图像，其中材料和地点等外部实体为学生的绘画提供基础，导致了一个明显的反智框架，在这个框架中，思想和情感不再是艺术创作的先决条件。似乎是为了强调课程的这种性质，特别强调造型活动的“享受”，在此背景下，课程中增加“我们想相互交流的东西”，是以人类和现实的知识存在为条件的，因此，与目前美术教育的课堂指导思想相比，这与人们的预期相反，它将美术教育牢牢地置于智育的阵营。无论如何， ...更多信息 解释性文件可能没有提供任何理由来增加“我们希望相互交流的东西”，但它确实将增加内容描述为审视自己和试图理解他人的重要表达部分。因此，它可能被视为涉及精神和道德存在方式的主观表达。通过造型艺术让人们掌握这些心灵的东西，这是艺术教育的一场革命，也可以想象，这表明学校艺术教育终于意识到它作为一门人文学科的角色，不仅仅是艺术欣赏。并以智育可以达到艺术教育目的的命题作为基本假设。我这里所说的目的，是指课程中所规定的“造型能力”的培养和“艺术情操”的培养。我考虑了这个假设在方法论上是否正确，并确定了它在实践中的有效性。换句话说，为了试图找到一条突破智力艺术教育所面临的困境的道路，我对这与具体的教学方法和过程之间的联系进行了理论研究，从主题的构思和设置开始，然后确定所构建的实践方法的适当性。其次，通过在此基础上的主题教学，验证了该理论在课堂教学中的现实性和有效性。少

Making modelling activities conceived from materials, locations and suchlike a pillar of the school art curriculum, and having such activities revolve not around images of the mind, wherein reside things like meanings and concepts, but external images in which outside entities such as materials and location provide the basis for the student's imaginings, has resulted in a distinctly anti-intellectual framework in which ideas and emotions cease to be prerequisites for the production of art. As if to underline this nature of the curriculum, special emphasis is given to the "enjoyment" of modeling activities.Against this backdrop, the addition to the curriculum of "things we want to communicate to each other" is conditional on the existence of knowledge of human beings and reality, so compared to what until now has been the guiding classroom philosophy for art education, this places it firmly in the camp of intellectual education, contrary to what one might expect. In any case, while the … More explanatory document may not offer any grounds for adding "things we want to communicate to each other", it does describe the addition as an important part of expression in terms of examining oneself and trying to understand others. As such it can probably be viewed as subjective expression involving a spiritual and ethical way of being. The attempt to make people grasp such matters of the mind through the modeling arts constitutes a revolution in art education, and one may also imagine, shows that school art education has finally woken up to its role as a humanities subject involving more than just art appreciation.For the purpose of this research I assumed this to be the case, and took as my basic hypothesis the proposition that intellectual education can achieve the purpose of art education. By the purpose I refer here to the nurturing of "modeling capabilities" and cultivation of "artistic sentiment" specified in the curriculum. I considered whether this hypothesis is actually correct in terms of methodology, and ascertained its validity in practical terms. In other words, in an attempt to find a path through the difficulties confronting intellectual art education, I have made a theoretical study of the connection between this and specific methods and processes of instruction, starting with the conceiving and setting of subject matter, then ascertained the propriety of the practical methodology constructed. Secondly, by employing subject matter based on this, I have verified this theory to be realistic and effective in the classroom. Less