"Aesthetic education enters the high school entrance examination", how to take the exam
[Bright Times Review]
Following Jiangsu, Hunan, Yunnan and other provinces, Ningxia has also joined the reform of the entrance examination for aesthetic education.
A few days ago, Ningxia made it clear that in 2024, the results of aesthetic education will be included in the total score of the high school entrance examination.
The entrance of aesthetic education into the senior high school entrance examination is a breakthrough in the implementation of the standardization and universalization of art education, and an effective path to guide the realization of the goal of opening all aesthetic education courses in 2022.
With the continuous expansion of the scope of examination points for Aesthetic Education, it seems difficult to quantify how the art level test is fair and effective, and how the assessment content and evaluation system of Aesthetic Education reflect the essence of its "aesthetic education", "sentiment education" and "spiritual education". , It has also attracted more and more attention and discussion.
Compared with other subjects in the senior high school entrance examination, aesthetic education, as perceptual education, is, in the final analysis, a kind of education of outlook on life and world outlook, which requires prolonged infiltration to be effective.
It starts with abstract aesthetic education thinking, and results from the exploration of concrete beauty.
As a selection test, the senior high school entrance examination is based on compulsory education. However, the competitive and selective characteristics of the examination determine that it starts with a concrete form and ends with an abstract selection standard.
Based on this, the evaluation strategy of aesthetic education for senior high school entrance examination should not only reflect the effectiveness of examination and assessment, play a screening role in selective examinations, but also not violate the original intention of aesthetic education infiltration education.
Aesthetic education has never been merely the transmission of one skill and one art and the transmission of theoretical concepts, but a whole-hearted cultural immersion and aesthetic experience.
A complete aesthetic education should include four stages: acquiring knowledge of beauty, acquiring feelings of beauty, understanding the laws of beauty, and realizing the creation of beauty.
The knowledge and feelings of beauty come from the construction and deepening of the knowledge system, and the laws of beauty and the creation of beauty constitute the source and guidance of the ability of aesthetic education.
Therefore, the knowledge system and the ability system should become the two cores of the evaluation strategy of the Aesthetic Education Entrance Examination.
In addition, this complete aesthetic education process also constitutes the evaluation logic of aesthetic education assessment: the cultivation of artistic literacy and creativity cannot be achieved overnight, and the combination of process evaluation and examination evaluation can be closer to fairness.
In the context of the senior high school entrance examination, aesthetic education courses are no different from mathematics, physics and chemistry, and the examination of the knowledge system is also indispensable.
Specifically, it can appear in the form of multiple-choice, single-choice and other multiple-choice questions, which mainly examine students' knowledge accumulation and knowledge structure of art theory.
The content source can be the theoretical knowledge of art categories such as music, fine arts, and calligraphy prescribed by the state.
In professional art colleges or comprehensive colleges with art majors, whether it is plastic arts or performing arts, at least one general history course in the art category will be offered.
The essence of school education is to impart knowledge of human culture to students. After all, the acquisition of knowledge is the basis of artistic innovation.
Therefore, in the specific teaching of middle schools, we should pay attention to the general knowledge of aesthetic education and the popularization of knowledge, and strive to achieve the advancement from "knowledge-based" to "literacy-based".
Regarding the assessment of aesthetic education ability, it should include two dimensions: appreciation ability and practical ability.
The essence of art lies in creation, and aesthetic ability is the prerequisite of creativity.
The evaluation of appreciative ability may be developed in the form of essay questions to test the level of students' appreciation of art.
The famous esthetician Ye Lang once called the feeling, perception, and spiritual feeling of the aesthetic subject as "aesthetic feeling", which is a kind of aesthetic feeling ability and quality.
In other words, whether the beauty of the objective world can move the aesthetic subject depends on the ability and quality of the aesthetic subject.
In the evaluation of the teaching effectiveness of aesthetic education, it should also be included as a necessary content whether to enhance the students' aesthetic cognition.
Under the same theme, the students’ appreciative ability is tested in the form of open-ended essay questions, which can not only evaluate students' aesthetic judgment, artistic perception and language expression, but also measure students’ related art theories, knowledge systems, etc. Mastery.
At the same time, students' values and outlook on life can also be glimpsed in the discussion.
Practical ability assessment should focus on the examination of students' artistic performance ability.
In addition to the compulsory courses prescribed by the state, the aesthetic education courses can be combined with local cultural characteristics to set up 1-2 elective courses, including arts and crafts, local drama, folk art, architectural monuments and other material culture.
Under the same test question, students should be allowed to freely choose a certain art form and express beauty in the way they are good at.
This is also in line with the artistic norms of "beauty in each" and "beauty in common" in aesthetic education.
The evaluation strategy of aesthetic education entering the senior high school entrance examination is closely related to the talent training model and the curriculum system.
The entry of aesthetic education into the high school entrance examination is not a simple evaluation of the high school entrance examination, but also an important measure to promote teaching reform in accordance with the law.
The evaluation discussions and reforms brought about by the "Aesthetic Education Entrance Examination" may lead to a chain of local education departments to pay attention to art education and make it an important part of basic education.
All localities should do a good job in policy coordination and institutional arrangements, give full play to the guiding role of local art steering committees, attach importance to the evaluation system, supervision function and publicity system of art education, and delineate the outline of aesthetic education in accordance with the actual situation of local aesthetic education.
German philosopher Karl Jaspers said in "What is Education": "The essence of education is that one tree shakes another tree, one cloud pushes another cloud, and one soul calls another soul." The same is true for aesthetic education.
In the context of the entrance examination of aesthetic education, the evaluation criteria of aesthetic education must have the dual connotations of knowledge and ability. On the one hand, it points to the transmission of knowledge content and cultural inheritance, and on the other hand it points to the understanding of life connotation, the cultivation of innovation and the inspiration of soul .
(Author: An Cong, Lecturer of the Department of Industrial Design, Beijing Information Science and Technology University, Ph.D., Academy of Fine Arts, Tsinghua University)