Transformation From "Monologue" To "Dialogue"

With the New Curriculum Reform of fine art going deeper, the way of teaching by which students are spoon-fed in the appreciation of fine art can no longer well adapt to the development of fine art teaching, because it is advocated in the New Curriculum Standard that students acquire knowledge and solve problems through active participation, interaction and cooperation. Nevertheless, currently in fine art teaching of our country students are still trapped in the circumstance where they are passive in the acceptance of knowledge and where their subjectivity and initiative are not demonstrated. It therefore follows that in order to change this kind of "monologue teaching" mode, the author of this thesis advocates that "dialogue teaching" mode be adopted as a replacement of traditional one.Through the reference of "dialogue" teaching theory and in combination with his teaching practice, the author of this thesis tries to introduce the topic of "dialogue teaching" in the module of high school fine art appreciation. The thesis is comprised of four parts.The first part is the introduction, where "dialogue teaching" is mentioned and an analysis of current research concerning "dialogue teaching" is conducted.In the second part, analyses of the problems in the teaching of fine art appreciation are made and it is proposed that "dialogue teaching" be introduced in high school fine art appreciation.In the third part, the author makes an analysis of the basic connotation and theoretical foundation of "dialogue teaching" and furthermore, he introduces the special connotation and theoretical basis of high school fine art appreciation teaching. Meanwhile, the educational value of "dialogue teaching" in high school fine art appreciation is discussed and some proposals in the design of that field are made.The fourth part deals with the method that can realize the educational value of "dialogue teaching" in high school fine art appreciation and exemplifies this through the lesson Re-presentation of the Life of Mankind—Taking the Essence of the Ancient Paintings of Foreign Countries, by dint of which three aspects are elucidated. First, it expands on the ways of dialogue, which include dialogue between teachers and teaching materials, dialogue between students and teaching materials, dialogue between teachers and students, dialogue between students and students, dialogue between teachers and themselves and that between students and themselves respectively. Second, it makes clear the process of implementing "dialogue teaching" of fine art appreciation, which follows the sequence of creating the context of dialogue, paving the way for dialogue and carrying out "dialogue teaching". Third, it shows the criteria by which "dialogue teaching" of fine art appreciation is evaluated.