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A Study of " Gaku-Ryoku (Acadmuic Ability)" in Art Education through the Comparison between Japan and the U.S

日美艺术教育“学力”的比较研究

基本信息

批准号：
16530579
负责人：
FUJIE Mitsuru
金额：
$ 2.42万
依托单位：
Aichi University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2007
项目状态：
已结题

项目摘要

The problems of -academic ability- in art education have progressed to examination of "capability" view after the dispute of academic ability on the 1990s. The background of that progression, there are "three elements of academic ability" with acquisitions of knowledge and skills shown in the "competency" as an evaluation framework of PISA and the School Education Law.The competency that should be raised in art education leads up to the capability of symbiosis and communication. The way of understanding the "competency" in Japan is based on the both assumptions, the principle of competition of the U.S. style and the autonomy, symbiosis, and communication capability in PISA style. The both of them are considered as the "academic ability" based on "the power of living." Latter PISA type competency agrees also with the "Kansei (sensitivity)", appeared in the purpose of art education in the course of study. According to the result of this research, both Japanese and American consider that the role of "efforts" and "school education" is the most important to success in art study. Although it was said that American generally attached greater importance than to efforts to the talent, the American who mentioned the talent as a success factor of study was a small number. About the purpose of art education in school, American treasures the communication capability with visual culture besides enjoying activity of making arts, Japanese takes sensitivity, creativity, and enjoying activity as the most important issues of art study. This Japanese view might be influenced by the course of study."Kansei(sensitivity)" could integrate the three educational ideas, "the power of living", "academic ability", and "competency" into the one living field for children to study visual arts.

艺术教育中的“学力”问题，在经历了20世纪90年代的学力之争后，已经发展到了“能力”观的审视。在此背景下，作为比萨和《学校教育法》的评价框架的“能力”中，包含了“学术能力三要素”和知识技能的获得。艺术教育所要培养的能力，就是共生能力和交流能力。日本对“能力”的理解是基于美国式的竞争原则和比萨式的自主、共生、交流能力这两种假设。两者都被认为是建立在“生存力”基础上的“学术能力”。后比萨型能力也与“感性”相吻合，出现在美术教育的目的学习过程中。根据本研究结果，日本和美国都认为“努力”和“学校教育”的角色对艺术学习的成功是最重要的。虽然说美国人普遍重视天赋而不是努力，但把天赋作为学习成功因素的美国人毕竟是少数。关于学校美术教育的目的，美国人除了欣赏艺术创作活动外，还重视与视觉文化的交流能力，日本人则把感受力、创造力、欣赏活动作为美术学习的重中之重。日本人的这种观点可能受到研究过程的影响。“感性”可以将“生活的力量”、“学术能力”、“能力”三种教育理念整合到孩子学习视觉艺术的一个生活领域中。