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yongwen木蟲 (正式寫手)
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本課題的研究旨在將姜丹書的手工藝術教育思想放在近代藝術教育思想史的視野中，進一步探索姜丹書手工藝術教育思想特色及其實踐意義，從而為解決現(xiàn)階段工藝美術教育界存在的困境提供理論支持和實踐策略參考。 首先，論文著眼于姜丹書的藝術教育經(jīng)歷與教育思想的形成。姜丹書求學時期處于“舊學”與“新學”的交替階段，這兩種教育體制，為其奠定了美術教育的理論基礎。然后，筆者從姜丹書的手工藝術教育思想發(fā)展分析姜丹書的教學軌跡。審視姜丹書的藝術教育思想，因其在不同的時代任教于不同的學校，再加之歷史潮流的影響和國家政策的更替等因素，每個階段呈現(xiàn)出不同的教學特點。在長時間的教學實踐中，姜丹書將中國傳統(tǒng)思想和西方思潮融會貫通，形成了自己獨特的教育思想。最后，從姜丹書手工藝術教育理論、教學實踐、教學方法與特色方面分析他的藝術觀。筆者通過對姜丹書藝術教育的經(jīng)歷、手工藝術教育思想發(fā)展的梳理，不難看出，姜丹書始終致力于對“手的教育”的推行，在教學過程中巧妙的將手工勞作與工藝、農(nóng)藝、家事和國事結合在一起來開展教育教學活動。他推崇手工的實用性，并看重社會需求，主張工藝美術與工商業(yè)的結合發(fā)展，創(chuàng)辦了中華教育工藝廠。在對待兒童的藝術教育方面，姜丹書提倡利用兒童的勞動根性，加強兒童教育，以達到人格修煉、職業(yè)陶冶和啟發(fā)智慧的目的 。 |
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