The Thought And Practice Of Integrating Non-material Culture Into Primary School Art Curriculum Under The Concept Of Curriculum Ideology And Politics

It is an important measure to carry out the fundamental task of cultivating morality and educating people by integrating ideological and political work into subject teaching,giving full play to the synergistic effect of subject teaching and ideological and political education,and promoting curriculum ideological and political construction,which is also the new requirement of the development of The Times for basic education.Intangible cultural heritage,as the essence of traditional Chinese culture,is an important "educating" resource in fine arts curriculum,and goes in the same direction as ideological and political education.Taking intangible cultural heritage as the entry point,this study connects the ideological and political ideas of curriculum with the teaching of fine arts,develops the ideological and political and fine arts curriculum system that combines explicit curriculum and implicit curriculum,that is,classroom teaching and aesthetic education activities,and implements the fundamental task of education of "cultivating virtues and educating people".To explore and try a new way of communication between intangible cultural heritage and the new generation of teenagers and children,and a new mode of ideological and political teaching in art courses.This paper is divided into six parts to elaborate the theoretical value,practical methods and significance of the integration of intangible cultural heritage into the primary art curriculum under the ideological and political philosophy of the curriculum.The first part is the introduction,the main content of which is to explain the research background,clarify the research purpose and significance,research content and methods,analyze the domestic and foreign research cases related to the subject content,explain the research innovations,and define the core concepts.The second part mainly analyzes the development characteristics of contemporary elementary school students based on fine arts,as well as the teaching resources of art,ideology and politics in our intangible cultural heritage.The third part is the investigation and analysis of the teaching status of non-material cultural heritage and ideological and political ideas in the art curriculum of primary school.The fourth part is to explore the practical path of integrating intangible cultural heritage into primary school art curriculum under the ideological and political philosophy of curriculum.It can start from the two aspects of explicit curriculum and implicit curriculum,and give full play to the educational role of art classroom teaching,aesthetic education practice activities and campus aesthetic education space.The curriculum ideological and political ideas "genetic" into the art curriculum,so as to achieve the purpose of moral cultivation.The fifth part discusses the evaluation system of the integration of intangible cultural heritage into the fine arts curriculum under the curriculum ideological and political ideas from the three aspects of evaluation subject,standard and approach.The sixth part is the summary of this study.From the perspective of carrying forward traditional culture,this paper explores the art knowledge,skills and cultural connotation of intangible cultural heritage and applies them to the teaching of fine arts,implements the "silent" integration of curriculum ideological and political thinking,and realizes the integration of art ideological and political disciplines.Explore the connotation of intangible cultural heritage art and culture in the primary school garden,radiate the new vitality of intangible cultural heritage art and realize curriculum ideological and political education carrier innovation,leading contemporary primary school students to firm cultural confidence.Develop an art curriculum system with intangible cultural heritage art as the theme under the ideological and political philosophy of the curriculum,and give full play to the role of aesthetic education.