对中小学美术教材编写中认知规律的探究

An Exploration of the Cognitive Rules in the Compilation of Fine Arts Textbooks for Elementary and Secondary Schools

教材更新是中小学美术新课程改革实施的重要环节,但目前的教材编写和教学实施之间的衔接出现了诸如内容多、课时少,教材内容深、解读浅,教材内容直接缺乏沟通和衔接等问题。这些问题的出现,与缺乏对学生认知规律的深入探究有着一定的关联。解决这一困境可尝试某些方法,如应用教育目标分类学的知识与学生认知特点对教材内容进行内容分析、努力实现教材编写内容的精炼化、关注知识体系的综合建构以促进编写的知识内容认知关系的链接。

The innovation of textbooks is an important part of the campaign to implement new fine arts courses for elementay and secondary schools. However, many problems appear in the relation between textbook compilation and teaching practice, such as more contents but fewer teaching hours, difficult textbooks but simple explanations, lack of cohesion between parts of a textbook, and so on. These problems are caused by a lack of understanding of the students＇ cognitive process and can be solved by applying the taxonomy of educational objectives and students＇ cognitive characteristics to analyze and refine textbooks, construct a system of knowledge and provide cognitive links in the contents compiled.