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A Study on the Cross-Disciplinary Aesthetic Curriculum at Secondary Schools
cross-disciplinary aesthetic curriculum
cross-disciplinary aesthetic teaching strategies
This study focuses on the cross-disciplinary aesthetic curriculum that were promoted by Ministry of Education in the “Cross-Disciplinary Aesthetic Education Experimental Course Development Plan” in 2014 to 2015, conducting researches into lessons which regard aesthetic as the core of cross-disciplinary. Also it concentrates on their plans of lessons, their curriculum implementation strategies, aesthetic application strategies, and the other issues from teaching scenes. By analyzing the main topic of lesson plans, constructions of curriculum, and principal objectives, this study is written to clarify the real implementation of cross-disciplinary aesthetic curriculum and the results of it. In the strategies of aesthetic, how to use aesthetic elements to combine the knowledge of each subjects and to concur with aesthetic-support education become very important. On top of that, it also discusses about issues in planning and operating stage to which give rise in course plans. This study looks forward as the theory basic of the cross-disciplinary aesthetic curriculum. In the course of the curriculum, the distribution of subject courses and art courses are included. The curriculum design patterns present three modes, including multidisciplinary integration, combination of the current learning units, and separation in the original teaching stage. In the part of teaching strategy and aesthetic application strategy, this study finds out that teachers use a variety of teaching strategies, such as the artistic knowledge, artistic affection, artistic skills, and many kinds of aesthetic elements in the cross-disciplinary aesthetic course plans. This study also explores other topics, inclusive of the assessment of the curriculum, the allocation of teaching time, the balance of art and discipline, the composition of the curriculum development team, the school administration coordination, and the teacher's personal life. Finally, this study also suggests the future development of cross-disciplinary aesthetic courses, and the potential of studying cross-disciplinary aesthetic courses.
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