Cách tiếp cận trong giáo dục mĩ thuật của chương trình Mĩ thuật tiểu học Ontario (Canada)

Cách tiếp cận trong giáo dục mĩ thuật của chương trình Mĩ thuật tiểu học Ontario (Canada) - Bài học kinh nghiệm cho Việt Nam

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Tác giả: Hồng Sơn Phan

Ngôn ngữ: Vie

Ký hiệu phân loại: 370.1 Philosophy and theory, education for specific objectives, educational psychology

Thông tin xuất bản: Giáo chức Việt Nam 2023

Mô tả vật lý: 109-112

Bộ sưu tập: Metadata

ID: 410123

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Bài viết cung cấp một số thông tin về cách tiếp cận trong giáo dục của chương trình giáo dục phổ thông cấp Tiểu học (môn Mĩ thuật) bang Ontario (Canada). Hi vọng đóng góp một số kinh nghiệm trong cách tiếp cận giáo dục môn Mĩ thuật ở Việt Nam. Chương trình giảng dạy nghệ thuật (môn Mĩ thuật) của Ontario dựa trên bốn ý tưởng trung tâm - phát triển khả năng sáng tạo, giao tiếp, hiểu biết về văn hóa và kết nối. Triển khai
Tham gia nghệ thuật - Phân tích và đánh giá nghệ thuật - Học tập tích hợp. Trong đố xác định tầm quan trọng để kết nối các đối tác trong giáo dục nghệ thuật: Phụ huynh học sinh - Giáo viên - Hiệu trưởng - Cộng đồng. Bài học cho Việt Nam: Cách tiếp cận trong giáo dục nghệ thuật trong đó có môn Mĩ thuật của chương trình giáo dục phổ thông cấp Tiểu học bang Ontario (Canada) theo ba con đường rất rõ ràng (học tập trong nghệ thuật, học về nghệ thuật, học thông qua nghệ thuật). cần thay đổi về bản chất nhận thức về đặc thù môn Mĩ thuật nói riêng. Khi đã tổ chức hoạt động theo nhóm thì điều đó đồng nghĩa kiến thức sẽ mở rộng, đánh giá trong quá trình diễn biến học tập sẽ phát huy được vai trò quan trọng làm nổi bật đặc trưng môn học., Tóm tắt tiếng anh, This article would like to provide some information about the educational approach of the elementary education program (for Arts) in Ontario (Canada) and hope to contribute some experience in the approach to the education of Arts in Vietnam. Ontario's arts curriculum is based on four central ideas - creativity development, communication, cultural understanding, and connection. Implementation
Art engagement -Art analysis and evaluation - Integrated learning. Which identifies the importance to connect partners in art education: Parents - Teachers - Principals - Community Lessons for Vietnam: The approach to art education, including the Arts subject of the Ontario elementary school curriculum (Canada), follows three very clear paths (learning in art, about art, and through art). It is necessary to change the nature of awareness about the characteristics ofArts in particular. When group activities are organized, the scope of knowledge will expand, and assessment in the learning process will promote an important role to highlight the subject's characteristics.

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