美育对于培养全面发展的人才具有重要意义，美育的舆论地位近年来有明显提升，但在实施层面还有较大不足，存在这多种方面的问题和多个层级的阻力。学校是教学活动的主体，中高考压力之下，学生课余时间大量减少，艺术课堂成为中学阶段美育实施的主要途径。因此，本论文旨在探究具有一定普适性的美术课程设计方法，推动“五育并举”、“融合育人”的落实。本文的研究对象是中学美术课堂，为更好的进行课程设计，本研究首先对教育部发布的课程标准、现行的美术教材、以及美术课程实施现状进行了分析，深入理解课标中教学目标的变化、核心素养的深刻含义、教材内容的设计逻辑。通过调研及实际工作经验剖析美术课程的美育效果受到来自包含社会环境、学校、教师和家庭等多方面的影响因素，同时探究美育相关学科与其他智育学科之间的相同点与不同点，以及各学科之间的联系，挖掘跨学科学习的课程设计的切入点。课程设计方法框架研究中，首先依据美术课程标准及素质教育要求确定培养目标，为培养文化的继承者与传承人、适应未来社会发展的人，其次在美术课程模式设计上主要使用“大单元”教学和“项目化”教学两种教学模式。其中项目化学习让学生通过实际项目的设计、实施和评价，实现跨学科的整合和实践能力的培养，促进学生的参与度和探究精神，激发学生的兴趣和主动性，增强学生的学习体验和学习效果，；“大单元”教学模式将教材自然单元进行重组，重组单元的大概念串联起整个单元的教学内容，关注知识与生活的联系，把学科知识、跨学科知识、审美体验融为一体。笔者目前就职于河南省某中学，本次实践案例运用艺术管理相关知识，选取以上两种教学模式各一，分别以纹样设计与装饰画、书籍设计为主题，课程设计以学生为本，全程贯穿多元评价主体的过程性评价，把控课堂走向，提升学生参与感。课后进行反思，总结经验，建立学生、教师、学校、家庭、社会共同作用的中学美育体系。希望通过本研究与实践，能够为其他中学阶段的美术教育者，提供一点思路与案例参考，共同推动美育在中学校园中的发展。
Aesthetic education is of great significance for cultivating talents with comprehensive development. Although the public opinion position of aesthetic education has significantly improved in recent years, there are still significant shortcomings in its implementation, as there are various problems and obstacles at multiple levels. Schools are the main body of teaching activities, and under the pressure of the high school entrance examination, students‘ spare time is greatly reduced. Art classrooms have become the main way to implement aesthetic education in middle school. Therefore, this paper aims to explore art curriculum design methods with certain universality, and promote the implementation of "simultaneous development of five educations" and "integrated education".The research object of this article is the middle school art classroom. In order to better design the curriculum, this study first analyzes the curriculum standards issued by the Ministry of Education, current art textbooks, and the current implementation status of art courses. It deeply understands the changes in teaching objectives in the curriculum standards, the profound meaning of core elements, and the design logic of textbook content. Through research and practical work experience, it is analyzed that the aesthetic education effect of art courses is influenced by various factors including social environment, schools, teachers, and families. At the same time, the similarities and differences between aesthetic education related disciplines and other intellectual education disciplines, as well as the connections between each discipline, are explored to explore the entry points for interdisciplinary learning curriculum design.In the research on the framework of curriculum design methods, firstly, the training objectives are determined based on the standards of art courses and the requirements of quality education, in order to cultivate cultural inheritors and inheritors, as well as those who adapt to future social development. Secondly, in the design of art curriculum models, two teaching modes are mainly used: "large unit" teaching and "project-based" teaching. Among them, project-based learning allows students to achieve interdisciplinary integration and practical ability cultivation through the design, implementation, and evaluation of actual projects, promote their participation and exploration spirit, stimulate their interest and initiative, and enhance their learning experience and effectiveness,; The "big unit" teaching model reorganizes the natural units of the textbook, connecting the overall teaching content of the unit with the concept of the reorganized units, focusing on the connection between knowledge and life, and integrating subject knowledge, interdisciplinary knowledge, and aesthetic experience.The author currently works at a high school in Henan Province, two practical cases have selected the above two teaching modes, with the themes of pattern design and decorative painting, as well as book design. The course design is student-centered and runs through a process evaluation of multiple evaluation subjects throughout the entire process, controlling the direction of the classroom and enhancing students‘ sense of participation. Reflect after class, summarize experiences, and establish a secondary school aesthetic education system that combines students, teachers, schools, families, and society. I hope that through this research and practice, it can provide some ideas and case references for art educators in other middle school stages, and jointly promote the development of art education in middle school campuses.
