The Research On Unit Curriculum Design Of Thangka Decorative Patterns In Tibetan Senior High School Fine Arts Under The New Curriculum Standard

According to the revised "General High School Art Curriculum Standards(Revised Draft)" in 2017,the reform of new curriculum standards has been carried out nationwide,and in this context,new requirements have been put forward for art education from all walks of life,with the fundamental requirement of cultivating people with virtue and aesthetic education,carrying out comprehensive art courses that highlight the core literacy of art,adhering to the basic principle of facing the whole,advocating inquiry-based art classrooms,meeting individual development needs,and promoting students’ all-round development.Combined with the actual academic situation of the Yushu(Haidong)Branch of the Affiliated Middle School of the Minzu University of China,where the author works,and the author’s experience in front-line teaching work in the past three years,it is found that the current situation of art education in various Tibetan areas of Yushu Tibetan Autonomous Prefecture in Qinghai Province is backward,which is far from the requirements of the new curriculum reform.Due to the lack of teaching resources such as teachers and materials in various schools due to objective conditions,students’ weak art foundation,shallow aesthetic awareness,and backward concepts of aesthetic education from all walks of life,it is imperative to explore art education in Tibetan high schools under the wave of new curriculum reform.Thangka art is a unique painting art form in Chinese Tibetan culture,which is a concentrated embodiment of regional culture,ethnic customs,and aesthetic awareness,Yushu Tibetan Autonomous Prefecture is a Tibetan culture concentration in Qinghai,and the school’s students are also 100% from the prefectures and counties of Yushu Prefecture.Try to combine the well-known local Thangka art,and use the art education method of in-depth life to achieve the humanistic and innovative curriculum goals in the new curriculum standard.Refine and sublimate the decorative patterns,implement the core literacy requirements of cultural understanding and aesthetic judgment in the way of unit curriculum design,adopt classroom links of appreciation visits and practical design,gradually realize the basic concept of promoting the all-round development of students by the new curriculum standard,adhere to the basic requirements of aesthetic education,try multidisciplinary integration of teaching methods,and highlight the uniqueness and artistry of Thangka.Taking Yushu Tibetan Autonomous Prefecture as the main research area,this paper organizes and summarizes the local Thangka resources,in order to promote the introduction and use of Thangka art in local high school art courses and conduct in-depth exploration.Taking the second-year students of Yushu(Haidong)Branch of the Affiliated Middle School of Minzu University of China as experimental samples,the practice and effect of school-based curriculum were investigated to initially explore the teaching experience of Thangka decorative patterns into high school art classrooms.The content of this paper consists of five parts,the introduction part expounds the reason,purpose and significance of the topic selection of this paper,and summarizes the research object.The first chapter introduces the overview of Thangka art and its decorative patterns: the second chapter systematically discusses the application value and application direction of Thangka art and its decorative patterns in high school art courses in Tibetan areas;the third chapter explores the countermeasures of Thangka art and its decorative patterns into high school art courses from a practical point of view;Chapter 4 explores the conception and existing problems of Thangka art and its decorative patterns after entering high school art classes.Through research and practice,it is known that the way of integrating excellent local art resources into high school art education in Tibetan areas is feasible,is in line with the regional cultural development trend,and can achieve the goal of new curriculum standard education,this study preliminarily explores the next direction of art teaching in the region,combined with the teaching status,to find out the law of learning situation,integrate resource materials,and continue to improve and expand the practical application strategy of Thangka art in high school art by using new media technology and combining club activities.In order to explore school-based curriculum and teaching materials that are more in line with the development of students in Tibetan areas.