| In recent years,"education" has gradually become the primary function of museums.For example,the National Palace Museum,Metropolitan Museum,Louvre,Yunnan Provincial Museum and other domestic and foreign museums have set up their own website education columns and full-time educational institutions serving the museum’s offline and online education functions,social training,and museum-school cooperation.Such as the education and training center of the Palace Museum,the social training of the National Museum,and the social education department of the Yunnan Provincial Museum.Digital collection resources and digital historical and cultural memories have become a trend in the museum world in recent years.The process of spreading collection resources to the world through Internet media has played a role in publicity and communication that has attracted attention from the society.On the other hand,my country’s national,provincial and municipal education departments also use administrative documents,supervision and other means to urge primary and secondary schools to integrate museum resources into school art and aesthetic education.For this reason,primary and secondary schools will regularly organize students to go to museums for cultural and artistic activities.Practice,but few primary and secondary schools really integrate the rich and diverse offline museums,especially the rich and convenient online museum collection resources,and the familiar and cordial online and offline resources of local museums into their daily art classroom teaching.The research found that most of the literature on the application of museum resources in art education is the exploration of the combination of local museum resources and art courses.There are studies that combine museum resources with student characteristics and school-based courses,but they do not touch on how to use the resources under the guidance of educational theory.The problem of applying museum digital resources in the art teaching chain.According to Zhao Fangfang’s master’s thesis research results and survey research,until recently the Yunnan Provincial Museum and the school signed the "Museum-School Co-construction" agreement.But up to now,the museum-school cooperation is still limited to the field of art learning from students to the museum,and does not involve the integration of digital resources.Therefore,this article attempts to take the Yunnan Provincial Museum as an example in the context of Museum-School Collaboration,and draw lessons from the predecessors’ sorting out of the existing ways of new media digital resources.The online collections of art education resources are classified,the constructivist learning theory is applied to the teaching design of museum resources in the art curriculum,and the convenient and rich digital resources of the museum offline,especially online,are embedded in the daily teaching of the art classroom.Analyze the embedded nodes of museum digital resources in the teaching chain from the three dimensions of “environment”,“situation” and “artistic conception”,and explore ways to deeply integrate virtual and physical museum resources in art teaching.Accumulate experience for museum resources to better integrate art education,improve the quality and efficiency of visual training;provide reference for the spread of valuable museum collection resources through daily art teaching methods. |
