摘要
新时代学校美育课程以艺术课程为主体,作为艺术课程的组成部分,舞蹈教育课程研究具有重要价值。目前,基于学校舞蹈教育实践的课程研究中,舞蹈知识形成三种范式,分别是“学习舞蹈”“从舞中学”和“中间道路”。“学习舞蹈”范式基于表征主义知识观,旨在通过身体训练使学习者在最大程度上映现与表征先在的舞蹈知识。“从舞中学”范式基于生成主义知识观反叛“学习舞蹈”范式,旨在通过舞蹈教育获得超越舞蹈形式、技术、风格的收获。二者在非此即彼的对立中各自陷入困局。为破解这种困局,舞蹈教育知识的完形结构属于一种立足中国语境的“中间道路”。基于从对立走向融合的学理思考,舞蹈教育知识应由舞蹈本体知识和舞蹈衍生知识两大类构成多维度、多层次的完形结构,以致力于通过作为美育的学校舞蹈教育培养“全面发展的人”。
In the new era,school aesthetic education curriculum takes art curriculum as the main body.As an integral part of art curriculum,dance education curriculum research is of great value.At present,based on the curriculum research of school dance education practice,dance knowledge has formed three paradigms,namely“learning dance”,“learning through dance”and“middle way”.The paradigm of“learning dance”is based on the representational view of knowledge,which aims to enable learners to reflect and represent pre-existing dance knowledge to the greatest extent through physical training.Based on the generative view of knowledge,the“learning through dance”paradigm rebels against the“learning dance”paradigm,aiming to achieve gains beyond dance form,skills and style through dance education.The two paradigms are in a dilemma in the opposition of either one or the other.In order to transcend this dilemma,the Gestalt structure of dance education knowledge belongs to the“middle way”in the Chinese context.Based on the theoretical thinking from opposition to integration,dance education knowledge should be composed of dance ontology knowledge and dance derivative knowledge to form a multi-dimensional and multi-level Gestalt structure,so as to cultivate“all-round development of people”through school dance education as aesthetic education.
作者
陆佳漪
LU Jia-yi(Center for Post-doctoral Studies,Nanjing University of the Arts,Nanjing 210013,China)
出处
《美育学刊》
2023年第2期15-23,共9页
Journal of Aesthetic Education
关键词
舞蹈教育
课程知识观
表征主义
生成主义
完形知识框架
dance education
curriculum knowledge view
representationalism
generationalism
the Gestalt structure of knowledge
