| The curriculum reform has been carried out in senior high schools in China since 2003. According to the National Curriculum for Senior High School, art lessons are managed in modules under the credit system, and are arranged in five parallel levels and nine modules for students’ free choice. However, very few schools have offered adequate art lessons. The present study aims at investigating the context of Suzhou classical gardens, protecting students’ individual personality, and providing them with the opportunity to express their personality freely. The elimination of students’ individuality means duplication and repetition. Students should be encouraged to express their own individuality boldly and to express their opinions about how to create art works based on Suzhou classical gardens.The individualized art assignments in the present study are not only a research process in which students can learn about Suzhou classical gardens, but also a creation process in which students demonstrate their own understanding of those gardens. Under the guidance of multiple-intelligence theory and the requirements of curriculum reform, the present study specifies the implementation strategies of individualized art assignments, proposes the perspective of free choice of the gardens, the design of autonomous learning strategies, and the multiple-evaluation scheme. Teaching is implemented through plans, and implementation effects are summarized.The individualized art assignments based on Suzhou classical gardens facilitate the free development of students’ individuality, improve their creative thinking abilities, their humanity accomplishments, their creative abilities, their observation of ambient environment, their art appreciation abilities, and their abilities to probe into local culture. At the same time, they learn autonomous learning and cooperation.The last part of the thesis reflects and summarizes the preliminary results of the study and suggests implications for future research. |
PDF Full Text Request