新中国小学美术课程内容流变分析-analysis on the changes of art curriculum content in primary schools in new china.docx

聊城大学专业硕士学位论文 聊城大学专业硕士学位论文 PAGE PAGE vi ABSTRACT As the new round of basic education curriculum reform deepens, more and more importance has been attached to aesthetic education, especially that for students in primary schools. Art course is a compulsory curriculum and also an important channel of aesthetic education for primary school students, of which the content quality has a direct influence on the aesthetic education for these students. After new China’s establishment , it has gone through eight basic education curriculum reforms. Therefore, the author reviewed and studied, in this paper titled “Research on the Evolving of Primary School Art Curriculum Content in New China”, the evolving of the primary and secondary school art curriculum content along with the eight reforms from an historic angle. Research significance: Through the analysis of evolving characteristic and development rules of new China’s primary school art curriculum content, the author provided a theoretical reflection of how we shall create its contents on a sounder basis in the hope of realizing its full potential educational function. The research object is the seven typical primary school art curriculum standards(teaching syllabus) issued by central government and Ministry of Education after new China’s establishment. The research methods are historic research, literature research, comparison research and so on. With related theories on curriculum and teaching, the author tried to chronologically inspect and study the historic involving process of primary school curriculum content in new China in a detailed manner, combining with the related historic materials. The author also analyzed the characteristics of the knowledge learning of primary school art curriculum in different historic stages, and concluded the evolving rules of the curriculum content, and provided suggestions in order to serve the reform of primary school curriculum content at present. All in all, main conclusions are: T