The Integration Of Public Knowledge And Individual Knowledge

Knowledge is the core of course; course is the heart of the education. Historically,curriculum reform reflects the change of knowledge. A new concept of knowledge is theimportant theoretical basis for a new round of curriculum reform in China. It highlights the mainareas of curriculum reforms, individual and public knowledge.Yu Wensen absorbed NiChael Polanyi, Bertrand Russell, Karl Raimund Popper, and otherpeople’s thoughts, proposed that knowledge can be divided into two types, Individual Knowledgeand Public Knowledge in accordance with their respective subject and cognitive dimension.Individual knowledge mainly emphasizes on its subjectivity, personal and private nature,especially its single subject and understand dimension. On the other hand, public knowledge hasmore emphasis on its objectivity, social and opening, especially its compound subject andknowledge dimension.Before the two ideas became the clear concepts of intelligentsia, generally, courses havetwo tendencies in modern times: one is subject curriculum based on public knowledge. It wasdeveloped by Johann Friedrich Herbart, Herbert Spencer, Bagley and Hills; another is experiencecurriculum based on individual knowledge, developed by Rousseau, Dewey and Bruner. Overall,the school curriculum was still inclined to the study of public knowledge during this period.Until the appearance of post-modern knowledge view, the curriculum began to turn topost-modern mode from modern mode, curriculum theory and practice are freed from theconventional that emphasizes on public knowledge too much and ignores the individualknowledge in past, and“individual knowledge”is becoming the equal concept with“publicknowledge”.The study to relationship of public knowledge and individual knowledge is an importanttopic of contemporary curriculum research. This can provide a theoretical reference for the newcurriculum reform and practice in China. Our new round of curriculum reform aims for thedevelopment of students. The curriculum, intentionally, pays attention to individual knowledgeinstead of focusing on public knowledge. Meanwhile, a new national curriculum standard systemis made according to the reality of China’s educational development. Due to the impact of modern curriculum mode and post-modern curriculum mode, the new standard system not onlyincludes the orientation and development of public knowledge, but also the attention and respectto individual knowledge, and highlights the construction of individual knowledge. Under thenew standard, art courses reflect the development characteristics of the integration of the twokinds of knowledge. It guides the reform and practice of art courses and makes a new situationarise in art teaching.Art textbooks are the main medium of art teaching in senior middle school. The textbook“Appreciation of Art”reflects the curriculum specialists and practitioners’understanding to newcurriculum, highlights the integration of subject knowledge and personal experience of artcourses in senior middle school, strengthens and deepens public knowledge in art appreciationcourse and reflects the development of individual knowledge. The versions of People’s Fine ArtsPublishing House and People’s Education Press focus on the guide to students’cognitive in artknowledge and deepen the arrangement of public knowledge, while, the textbook of ShandongFine Arts Publishing House adopts a variety of techniques such as Sino-West comparative, takingthe mobilization of students’thinking into account, paying attention to students’personalexperience, and showing the ideas’change that integrates the development of individualknowledge in the framework of public knowledge.This paper, on public knowledge and individual knowledge as the cognitive framework,through the investigation and resolution to knowledge view of art new course and with highschool art appreciation textbooks published by PFARH, PEP and SDFAPH as samples, draws theconclusion that the main features of the construction of art textbooks is the integration of publicknowledge and individual knowledge and aims to provide a new perspective for the constructionof current high school art appreciation textbook.