Research On The Public Art Curriculum Design Of Secondary Vocational Schools From Multicultural Perspective

As the trend of the times and a cultural reality all over the world,multiculture is not only the responsibility and mission of education,but also the cultural quality and a way of thinking that people must possess.Culture is the noumenon of art,and art is the essence of culture.Therefore,art education is bound to follow the evolution of the culture to achieve the value of man and society.As the development of the society,the survival of the fittest is promoted to the superior survival of the beauty,which makes the vocational education can not be confined to the narrow technical education,but should pay attention to combine the technical education and the art education to cultivate excellent quality called “artisan spirit”,so that students will shift the pursuit of rough and practical technology to fine and aesthetic technology,and translate the concept of life from the fittest survival to the superiority.In 2013,the Ministry of Education issued the“syllabus of public art curriculum in secondary vocational schools ”,which makes it clear that the public art curriculum is a compulsory basic course for students of secondary vocational school.Art curriculum is the core of art education and art curriculum design is the most important part of the course teaching,affecting teaching quality directly;however,it is basically a blank area of existing research.As a way of thinking,multiculture offers a wide perspective for art curriculum design.In return,art curriculum design make multiculture possible.In conclusion,it is urgent to design the public art curriculum of secondary vocational school from multicultural perspective.Besides the part of introduction,the dissertation consists of five chapters:Chapter 1 is the general part,discussing the influence of multiculture on art education.First of all,multiculture promote the transformation of Art Education thinking mode from monism to multiple thinking,discussing the relation between art and life,art and culture,art and science,art and aesthetics,which implicates the connection between art curriculum and teacher-student,art curriculum and culture,art curriculum and professional courses,art curriculum and aesthetic text,to provide more diverse and creative selections for the development of art education.Secondly,multiculture promote the reform of art education mode to realize the “ artisticlife”.Specifically,multiculture expands and deepens the purpose of art education,balancing humanistic emotion and social utility,and makes sure of the continuity and comprehensive the set of public art curriculum,keeping it in both vertical order and horizontal abundance state.Morever,multiculture makes the art teaching mode diversify and personalize,and keeps the art teaching evaluation in sustainable development.Chapter 2 is about the investigation and analysis of the present situation of the public art curriculum in secondary vocational schools.This study selected one of vocational schools Yunnan province as survey subject,for this school attaches great importance on public art curriculum,such as the curriculum set,the abundant curriculum resources,especially,independently developing teaching material according to the national public art curriculum syllabus and the national arts,which combines the characteristics of the region and the school.Curriculums exist for people,teachers and students are the most important subject of curriculum design.To conduct a thorough investigation,two kinds of questionnaires and interview outlines for teachers and students designed,the research departs into two aspects.Aiming at the teachers' understanding,the art teachers?the technology teachers and the teachers of other cultural basic courses are surveyed.For the student level,based on the“three-dimensional curriculum goals”,the paper studies the effect of students' learning of public art curriculum.Analyzing the data by SPSS20.0,the detail conclusions of the investigation are given,and the existing problems and reasons of the teacher level and the student level are analyzed respectively.Chapter 3 is to determine the value orientation of public art curriculum design in secondary vocational education.On the basis of the relationship between the curriculum and man(teachers and students),“people-oriented”is the concept and value pursuit of public art curriculum.The culture self-consciousness theory of“pluralistic integration”put forward by Mr.Fei Xiaotong tells us the importance of personal culture self-consciousness,which reflects man's understanding of their own.As the core and essence of art,“aesthetics”links art and curriculum,which are both closely to man's life and living.Human always shape their own according to the law of beauty,and the beauty makes the process achieved.Therefore,it contains thereal necessity and ideal possibility to identify life-aesthetics and living-aesthetics as the value orientation of public art curriculum design,realizing the beautiful poetic life of everyone to harmonious society.Chapter 4 focuses on the construction of public art curriculum design in vocational schools from multicultural perspective.This paper makes the integrity and the reality of life as the logical starting point of curriculum design,bases on subjectivity theory to considerate the dialogue and communication among multiple subjects,seeks the beauty of life and living as an ideal destination of public art curriculum design.Based on the criticism and analysis of“three-dimensional target”,the curriculum outlook of“five I”and “seven I ”,and the aesthetic psychology of art appreciation,the elements of public art curriculum subjective are determined.Connecting the preference of “Square and Circle”in traditional Chinese culture,this paper designs the target sphere model of the public art curriculum named“Square outside and Circle inside”and“six I”curriculum objectives,namely,“Intelligence,Interaction,Interest,Intuition,Imagination and Interpretation”.As the overall goal“ Intelligence ”,is the embodiment of ideal personality,uniting the truth and goodness,and are reached by the sub-goals——“Interaction,Interest,Intuition,Imagination and Interpretation”.Interaction is fundamental and Interest is the power,intuition;Imagination and Interpretation are three stages of aesthetic and aesthetic ability structure.Based on the goal of “six I”,the three principles of curriculum content,“Bo,Ya and Tong”are determined,respectively emphasizing the richness,aesthetic and integrity.The paper designs three kinds of curriculum content organization modes,such as“multi-dimension comparison organization”,“theme organization”and “work task organization”,and also designs the specific cases in three ways.Chapter 5 discusses the reflection and suggestions on the design of public art curriculum in the secondary vocational school.Firstly,three key issues,“Human centered”,“Do Something but not Everything”and “Generative process”,should be paid more attention,which provides inspiration and selection for the development of public art course.Secondly,according to field investigation and design experience,two suggestions for public art curriculum designers are put forward.Asthe most direct course designers,teachers should focus on the accumulation of knowledge and aesthetic accomplishment,and pay more attention to multi-role conversion and multi-subject communication,to promote teachers ' professional development.