专门学校美术教育与德育融合教学研究

Research on the Integrated Teaching of Art Education and Moral Education in Special Schools

摘要: 专门学校承担严重不良行为未成年人的矫治教育核心职责，恪守“教育、感化、挽救”的育人方针，核心目标是实现问题学生的心理修复、认知纠偏与行为重塑，区别于普通中小学的知识本位教育。美术美育具备情绪疏导、审美浸润、价值涵育的独特柔性育人优势，可有效弥补传统说教式德育的灌输弊端，实现心理矫治与道德培育的双向协同。本研究以泗县第六中学为典型单案例，采用案例研究法，结合12个月田野观测、准量化数据统计与扎根理论质性分析，依托艺术治疗、建构主义学习理论、积极心理学构建多维学理框架，系统阐释美术教育与德育融合的内在育人机制。立足专门学校学生情绪易感、自我认同偏低、规则意识薄弱的典型学情，结合一线课堂实证案例，客观剖析当前德美融合教学的实践成效与现实困境，从校本课程开发、分层课堂设计、课外实践拓展、多元评价建构、复合型师资建设五个维度，搭建适配矫治教育场景的落地性教学路径。本研究旨在丰富专门学校美育矫治的理论体系与实践范式，为同类院校深化五育并举、完善特殊未成年人育人体系提供实证参考。

Abstract: Special schools undertake the core responsibility of correctional education for minors with serious misbehaviors, and abide by the educational policy of “education, persuasion and redemption”. Different from the knowledge-oriented education in ordinary primary and secondary schools, its core goal is to realize psychological rehabilitation, cognitive correction and behavior remodeling of problematic students. Art aesthetic education has unique flexible educational advantages in emotion dredging, aesthetic edification and value cultivation. It can effectively make up for the indoctrination drawbacks of traditional didactic moral education and realize the two-way coordination of psychological correction and moral cultivation. Taking Sixth Middle School of Sixian as a typical single case, this study adopts case-study method, combined with 12-month field observation, quasi-quantitative statistics and qualitative analysis based on grounded theory. A multi-dimensional theoretical framework is constructed on the basis of art therapy, constructivist learning theory and positive psychology to systematically interpret the internal educational mechanism of integrating art education with moral education. Based on the typical learning characteristics of students in special schools, such as emotional vulnerability, low self-identity and weak sense of rules, combined with empirical classroom cases, this paper objectively analyzes the practical effects and practical dilemmas of the current integrated teaching of aesthetic and moral education. Practical teaching paths suitable for correctional education scenarios are constructed from five dimensions: school-based curriculum development, hierarchical classroom design, extracurricular practice expansion, diversified evaluation system and compound teacher team construction. This research intends to enrich the theoretical system and practical paradigm of aesthetic correction in special schools, and provide empirical reference for similar institutions to further implement the five-education integration and improve the education system for special minors.