Comparative Study On Chinese And Japanese Art Education

Globalization has broadened the way in which cultures of different countries interact and exchange with each other,thus providing more manners for cultures in various countries to gain new vitality.Education has a special role and significance in inheriting our country's outstanding traditional cultural cause,while art education continues the DNA of our national culture in its unique form,and leaves a new brand in the new era.This Article mainly explores the Chinese traditional culture teaching theory and practical innovation from the perspective of the comparative study of art education in China and Japan,and is designed to have seven chapters,and the summary of each chapter is as follows:The introduction chapter combines the opportunities and challenges that our country's traditional culture education faces in the current global era background,and elaborates the significance of study on the traditional cultural education from the perspectives of anthropology,political science,sociology,and economics,further discusses the value of the comparative study of traditional culture education between China and Japan on the basis of the core purpose of this study,and finally defines the concept of "traditional culture" from multiple perspectives.Chapter I mainly discusses the prior research in China and Japan.First of all,quantitative analysis and scholar group statistics were conducted for relevant studies in China and Japan.Secondly,a qualitative comparative analysis of the literature was carried out from the teaching case studies in the study of the history of art education,the study of art textbooks,and the magazine of art education.Thirdly,the author summarizes the overview of the development of the traditional aesthetic ideology in China and Japan and analyzes the overall utilization of the "aesthetic" field in the Chinese and Japanese art textbooks.It also discusses the value of the "aesthetic" field in the traditional and elementary school and high curriculum according to the problems existing in the Chinese art textbooks.Chapter II is divided into four parts.It mainly discusses the study of the current situation of art education in China and Japan with traditional culture as the core.First of all,it discusses the evolution of traditional Chinese and Japanese cultural and educational policies,and analyzes cultural strategies for important information.Secondly,it analyzes the background and focus of the reform of the Chinese and Japanese art curriculum standards,combs the contents of traditional cultural involved in the Chinese and Japanese art curriculum standards,and compares the changes in the contents of traditional culture of the new and old versions of Chinese and Japanese art curriculum standards.Thirdly,quantitative and qualitative analysis is conducted on the contents of traditional culture in the art textbooks for primary and secondary schools in China and Japan.Analysis dimensions include: the basic situation of the art textbooks,the method of presentation of the traditional culture in the textbooks,the distribution situation,the capacity of the legends and lesson examples.Finally,it introduces four cases of Japanese art teaching centered on traditional culture in different areas of learning,and analyzes characteristics and advantages of Japanese traditional culture education.Chapter mainly investigates the basic cognition,level of interest,multiculturalism,and the values and emotional attitude implied in the traditional culture curriculum in the art subject for Chinese primary and middle school students.It also conducted questionnaires and interviews with art teachers in primary and middle schools from more than 10 provinces to understand the current teaching situation and existing problems of traditional culture courses in different regions in China,and analyzed the subjective and objective reasons behind them.Chapter IV mainly focuses on the theoretical study prepared under art creative curriculum with traditional culture as the core.It mainly explores the enlightenment of traditional culture courses and instructional design in China based on the concepts of naturalism education,Art education ideas of Lowenfeld,DBAE of Eisner,and “4R” curriculum,curriculum integration theory,and curriculum integration theories in modern and post-modern Western contemporary education theories for Chinese traditional cultural course and teaching design,and puts forward the ideas and strategies for the preparation of traditional cultural courses in art education in China in combination with the comparative research results of traditional culture education between China and Japan.Chapter V mainly focuses on the creative arts teaching cases for primary and secondary schools based on the themes of Chinese ink painting,arts and crafts,and Chinese elements,most of which provided in this article were personally completed by the author,and these cases aim at testing the effectiveness of the results of study of the teaching theories and practices proposed in the thesis on improving the student's creative thinking,appreciation performance,art design,and other aspects of art literacy,and they provide a guiding experience for China's primary and secondary schools to develop traditional cultural innovation courses and teaching that are advancing with the times.The conclusion chapter mainly discusses the development trend of art education that changes into the theory of “global common interests”,conforms to the characteristics of education development in the era of big data,actively uses new technologies to better carry out traditional culture education in primary and secondary schools,and discusses how traditional culture education and public education link the spatial education and how to reconstruct the traditional culture education in Chinese art disciplines in the context of cross-cultural background and based on the “humanities and culture” literacy goal of core literacy in the 21 st century.This article has the following innovations:Firstly,after reviewing the structure of the entire dissertation,you will find that research contents of each chapter are closely linked those of another chapter,and the logical relationship between them is strong;this article focuses on the core purpose of "the inheritance and innovation of traditional culture" in the whole chapter and provides a rich and diverse traditional culture and education theory and practice innovative strategies.Secondly,this article explains how to creatively understand the enlightenment brought by naturalism education,Art education ideas of Lowenfeld,DBAE of Eisner,and “4R” curriculum in traditional Western contemporary educational theories to the study of China's trading cultural education in combination with the Sino-Japanese art education research theories and the typical cases of traditional cultural practices in both countries,and we in turn draw lessons from research results of traditional culture education in Japan and modern and contemporary Western education theory to illustrate the preparation of traditional cultural curriculum and teaching in l art education in Chinese schools,and provide 8 creative art teaching in respect of themes such as Chinese ink painting,arts and crafts and Chinese elements.