A Study On The Development Of Local Art Resources In School - Based Curriculum Of High School

As known to all, China has rich regional cultures which are verydifferent from each other, so it has rich curriculum resources throughoutits vast territory. The development and utilization of local fine artresources can greatly expand and enrich the ordinary high schools’ fineart curriculum content. Most of the senior high schools now use versionsof People’s Fine art Publishing House, People’s Education Press, Hunan,Guangdong and Shandong. These five sets of curriculum standard editionof art textbooks belong to the national curriculum teaching materials. Thecontents are relatively comprehensive and rigorous, but these kinds ofnational textbooks can’t include all different local art resources at thesame time, which is a pity. However, local art resources in China arerelatively rich. If local art resources are added to the relevant sections, inthe form of school-based teaching materials, local fine arts resources willgive full play to its advantages so as to replenish the national teachingmaterials. In addition, local fine art resources not only absorb nutritionfrom local cultures, but also explore and develop new curriculumresources. In the thesis we try our best to develop a school-basedtextbook so as to make students better understand their hometown andtraditional cultures and foster students’ affection to their hometown.Based on the above thoughts, this thesis studies how to sort out andadd local fine art resources to the relevant sections so as to replenish the national teaching materials of senior high schools’.This thesis tries to form a systemic school-based textbook on thebasis of investigation, sorting and practice, which is based on theunderstanding of the national basic education reform and the direction ofcurrent art education. Taking Qingzhou as an example, the thesis is madeup of the following parts:The first part is the analysis of the present situation of fine arts classin the high schools from all the aspects of policies, teachers, students andcircumstance. This paper expounds the definition of school-basedtextbooks and the significance of local fine art resources. From the aspectof society, parents and students, the author analyzed the necessity of thedevelopment of school-based textbook of fine arts and summarized aseries of studies on local fine art resources’ development and utilizationdone in China and abroad, especially an overview in the area of Weifang.The second part explains the concept of local fine art resources,identifies a range of the local fine art resources in Qingzhou, and dividesthem into two categories, these are, cultural resources and non-materialcultural resources. Then the author chose representative contents todescribe.The last part does a research on development principles and methodsof local fine art resources from the angle of theory. Principles ofutilization, individualization and operability are basic principles to follow. According to these principles, these school-based textbooks are closelycorrelated with local students’ life, which are more likely to causestudents’ cordial feelings and improve students’ interest in learning tomake them possible to learn, understand and spread fine arts. From theaspect of practical process, this thesis did substantial studies on how tocarry out the school-based textbook after the local fine art resourcesentering fine arts appreciation, arts and crafts classes.The thesis emphasizes that the school-based textbook is acomplement of the national teaching materials and an expansion ofknowledge in the fine art lessons. It cannot replace national textbooks.The relationship between the two is a complementary relationship, ratherthan replacement of the latter with the former. The contents of the fine artcurriculum are the necessity to integrate. This research is on the basis ofthis knowledge.In the process of writing, the author applied local fine art resourcesto high schools and did a lot of beneficial exploration on textbook editing,teaching design, application, reflection and feedback. Its representativeand typical teaching cases, preparation of lesson plans, surveies ofstudents and related materials are presented in the appendix.