论定格动画对基础教育艺术课程的美育价值--基于《义务教育艺术课程标准(2022年版)》的分析  

On Aesthetic Value of Stop-motion Animation in Basic Education Art Courses--Based on Compulsory Education Art Curriculum Standards(2022 Edition)

作　　者：蔡玮杭 冯学勤[1] CAI Weihang;FENG Xueqin(The Master Hongyi and Feng Zikai Research Institute,Hangzhou Normal University,Hangzhou 311121,China)

机构地区：[1]杭州师范大学弘一大师·丰子恺研究中心,浙江杭州311121

出　　处：《美育学刊》2024年第6期18-24,共7页Journal of Aesthetic Education

摘　　要：2022年教育部发布了《义务教育艺术课程标准(2022年版)》,历史性地将音乐、美术两大艺术学科以及“新三门”统一纳入艺术课程,不再分设音乐与美术课程标准。在国家持续关注核心素养、不断加强审美教育以促进学生全面发展的语境下,定格动画作为一种具有鲜明的综合性特征与突出的整合性功能的艺术形式,具有突出而独特的美育功能。结合对新课标的分析,从艺术创作的角度阐释定格动画的形式经验和审美内涵,能够有效促进艺术课程诸门类之间的融合发展,深入把握艺术课程新课标的“新”义,实现学生艺术综合素养的全面发展。In 2022,the Ministry of Education released the Compulsory Education Art Curriculum Standards(2022 Edition),which historically put the two major art disciplines of music and art,as well as the“three new subjects”into the art curriculum,without setting separate standards for music and art curriculum.In the context of the China's continuous focus on core literacy and strengthening aesthetic education to promote students' comprehensive development,stop-motion animation,as an art form with distinct comprehensive characteristics and prominent integrated functions,has outstanding and unique aesthetic education functions.Based on the analysis of the new curriculum standards,this paper aims to explain the formal experience and aesthetic connotation of stop-motion animation from the perspective of artistic creation,which can effectively promote the integration and development of various categories of art courses,deeply grasp the“new”meaning of new curriculum standards for art courses,and achieve the overall development of students' artistic literacy.

关 键 词：定格动画 新课标 核心素养 审美功能域 

分 类 号：G633.955.2[文化科学—教育学] J954-4[艺术—电影电视艺术]