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美术课程标准倡导学生主动参与、乐于探究,其中一个重要理念就是培养学生的交流与合作能力。因此,与传统的“独白式”美术欣赏课教学相比,“对话式”欣赏课教学无疑对学生有更大的诱导、启发作用。笔者采用案例分析、逻辑思辨和文献分析等方法,对“对话式”美术欣赏教学的本质、特征和策略进行初步研究,并提出一些拙见。
Art curriculum standards advocate the active participation of students, willing to explore one of the important concept is to develop the ability of students to communicate and cooperate. Therefore, compared with the traditional “monologue” art appreciation class teaching, “conversational ” appreciation class teaching undoubtedly has a greater inducement and inspiration for students. The author uses case analysis, logical speculation and literature analysis methods to study the essence, characteristics and tactics of “dialogue ” art appreciation teaching and put forward some humble opinions.