Research On Calligraphy School-based Curriculum Development In High School

Under the background of new curriculum reform, it is an irresistable trend todevelop the school-based curriculum and make it to be a useful addition to thenational curriculum and the local curriculum. This thesis focuses on the currentsituation of the calligraphy education of primary and secondary schools in China andthe existing problems including the lack of effective teaching materials, the oldteaching mode, the deficiency of teaching hours and the need of professionalcalligraphy teachers etc. The study of calligraphy school-based curriculum in highschool is conducted with the combination of the high-quality educational resourcesof this region and Yinzhou High School. In the development of the school-basedcurriculum, the “people-oriented” principle is always adhered to and the personalizeddevelopment of students is advocated. In order to study the current situation ofstudents’ calligraphy, various research methods are adopted in the process, such asdocument analysis method, action research method, questionnaire method, interviewmethod and so on. The thesis aims to cultivate students’ spirit of innovation,humanistic qualities and the national culture complex with the principles of subjectcurriculum and the school-based curriculum development theory as theoreticalguidance, calligraphy teaching as features, copying and appreciation activities as thetraining method.The curriculum development is a process of promotion through repeatedexperiments from theory to practice. The most important point of calling the schoolcurriculum into full play lies in the implementation and the evaluation of thecurriculum, the commitment in the process of curriculum development andmanagement and the construction of an impeccable management system of shool-based curriculum. Accordingly, this part is the highlight of the thesis.The teaching materials of the curriculum consists of four parts, namelyknowledge about calligraphy, techniques of calligraphy, stories of calligraphers andcreation, summing to thirty-two class hours. Among all of them, classes ofappreciation of famous works account for ten class hours, classes of analysis on calligraphy types ten class hours; classes of techniques training twelve class hours.The teaching mode adopted involves tree parts, namely teachers’ explaining,students’ presentation, exchanging learning achievements. Various kinds of classesare available to students, including appreciation classes, calligraphy knowledgeclasses, stories of calligraphers, calligraphy techniques classes, etc. Meanwhile,some famous calligraphers are invited to lecture while the students are encouraged tovisit the exhibition and to participate in calligraphy competitions and so forth.Through the practice of teaching, a reasonable and effective teaching mode is formed,and the practical and educational functions of calligraphy are fully explored. As forthe evaluation of curriculum, it focuses on process evaluation and comprehensiveevaluation. Aiming to promote students’ development, the evaluation should reflectstudents needs and achievements of calligraphy learning of different contents orlevels. The content of evaluation consists of three sections, namely tests of generalknowledge, practical activities and writing skills. In each section, three standardlevels of evaluation are foundation level,intermediate level and advanced level withthe evaluation results being incentive, objective and comprehensive.As last, it is obvious that the curriculum development cannot be accomplished inone action. It is a gradual process, in which we need to unceasingly discover andsolve problems and make improvement.