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跨学科视野下高校艺术通识教育模式探究——以“看懂博物馆”课程为例

Exploring the Model of General Art Education in Universities from an Interdisciplinary Perspective: A Case Study of the Course “Understanding Museums”

Education Study / 2025,7(10): 1075-1079 / 2025-10-28 96 50

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• Authors: 徐晴
• Information:

  浙江农林大学，杭州

• Keywords:
  Interdisciplinary thematic learning; General art education; Chinese traditional culture; Museum education
  跨学科主题学习; 艺术通识教育; 中国传统文化; 博物馆教育
• Abstract: In response to the limitations of single-disciplinary perspectives and superficial cultural understanding in current university general art education, this paper designs a tripartite teaching model—“Theme-Question-Discipline”— guided by the theory of interdisciplinary thematic learning . Taking the self-designed general elective course “Understanding Museums” as a case study, it constructs a novel general art education model centered on serialized museum-based field learning. The paper elaborates on how integrating multidisciplinary perspectives—including archaeology, history, the history of science and technology, sociology, and literature—guides students from examining the surface of artifacts to comprehending their deeper cultural connotations. Teaching practice demonstrates that this model effectively enhances students’ interdisciplinary thinking skills and cultural identity, providing a valuable pathway for universities to achieve the profound inheritance and innovation of traditional culture through general art education. 针对当前高校艺术通识教育存在的单一学科视角与浅层文化认知困境，本文以“跨学科主题学习”理论为指导，设计了“主题—问题—学科”三联动教学模式，并以“看懂博物馆”课程为实践案例，构建了一种以系列化博物馆实地研学为核心的新型艺术通识教育模式。文章阐述了如何通过整合考古学、历史学、科技史、社会学及文学等多学科视角，引导学生从器物表象深入至文化内核。教学实践表明，该模式有效提升了学生的跨学科思维能力与文化认同感，为高校通过艺术通识教育实现传统文化的深层传承与创新提供了可资借鉴的路径。
• DOI: https://doi.org/10.35534/es.0710202 (registering DOI)
• Cite: 徐晴．跨学科视野下高校艺术通识教育模式探究——以“看懂博物馆”课程为例［J］．教育研讨，2025，7（10）：1075-1079．