Study On Comparative Pedagogy Of Chinese And Foreign Art History Course

Chinese Art History and Foreign Art History are compulsory courses in professional art schools and ordinary art departments. Art works are essence which has been texted by history. They include every social aspect of every stage, reflect aesthetic tendency and value notion of their society. By learning art history, students can feel art and beauty in a higher level. Through vision imagery, they can know human history and the development of mental culture, and thus can grasp the development of human culture.However, for quite a long time, in the teaching of art history, Art History Course consists of two separate courses, Chinese Art History and Foreign Art History, which is unrelated and thus harms the students'comprehensive quality and world art notion, constrains the teacher's and students'vision. The present pedagogy is based on dependent courses and students can't know clearly the history of world art history so that they can't cultivate historical view and so can't understand the development and communication of art as a whole.College students'study is not the sheer problem of attentive listening any more, so we should do research to help them to pay attention to the teachers'thinking, gain knowledge by themselves, find doubtful points and solve unknown problems. To solve the problem, this thesis tries to find the teaching results of present comparative pedagogy and the students'liking and expectations through lots of teaching practice and research. Meanwhile, the research resulted on comparative teaching and non-comparative teaching show that comparative pedagogy has obvious advantages, theoretically and practically.This thesis also makes analysis on some theories and data about the theoretical basis and teaching of comparative pedagogy in the history of teaching. Based on the practice of comparative pedagogy in Chinese and Foreign Art History Course, this thesis elaborates on course combining, teaching design, teaching strategy, teaching assessment and the problems required of attention. Systematic analysis and scientific teaching practice put forward the practice of comparative pedagogy to a theoretical level.The comparative pedagogy of Chinese and Foreign Art History helps students to cultivate divergent thinking and play a main role, leads them to seek and find, inspires their interests, promotes them to learn more knowledge and develop their own abilities. Thus students can know how to learn and grasp scientific view and how to make their analysis, comparison and judgment of art history. Research on comparative pedagogy of Chinese and Foreign Art History Course, in a practical sense, can help students to borrow good aspects of Chinese and foreign legacy in the course of art creating and to cultivate divergent thinking, and it also can provide new space for the development of art education of primary and secondary schools.