Theoretical Foundations of Contextual Teaching for the Cultivation of Subject Core Competencies of Fine Arts (SCCFA)

Abstract

Since the 1990s, many countries have begun to emphasize the cultivation of core competencies. China's education system also entered an era oriented toward core competencies in 2016. Regarding strategies for developing subject core competencies of fine arts (SCCFA), many scholars believe that contextual teaching, integrated with values, knowledge, and methods, is conducive to fostering SCCFA. However, no systematic review or discussion of this cultivation strategy has yet been conducted based on existing theories. This paper aims to integrate relevant theories to outline a framework for this cultivation strategy and establish its theoretical foundation. First, it reviews and synthesizes existing scholars' proposed effective strategies for developing SCCFA: employing contextual teaching, invoking and supplementing necessary values, knowledge, and methods, using values as motivation, and applying knowledge and methods to solve contextual problems, thereby advancing SCCFA. In this process, value, knowledge, method, and contextual teaching all contribute to SCCFA development. Moreover, contextual teaching facilitates the transformation of value, knowledge, and method into SCCFA. A training framework for SCCFA was constructed based on the articulated strategies for cultivating SCCFA. This framework was further elaborated upon in conjunction with relevant theoretical foundations. Applying SCCFA as instructional objectives in art education corresponds to the levels of applying, analyzing, evaluating, and creating within Bloom's taxonomy. Therefore, setting SCCFA as a relatively advanced learning goal in art instruction is essential. Drawing on Bruner's cognitive development theory and the discipline-based art education influenced by it, this study demonstrates that the five components of SCCFA visual literacy, aesthetic judgment, cultural understanding, artistic expression, and creative practice encompass the fundamental structure of the art discipline, validating the rationale for establishing SCCFA. Finally, integrating Constructivism learning theory and its branch, sociocultural theory, along with the concepts and expressions of contextual teaching and learning a pedagogical approach grounded in Constructivism this discussion demonstrates that the value of art & design, art & design knowledge, and art & design methods collectively promote the cultivation of SCCFA. Contextual teaching promotes the development of SCCFA. Contextual teaching has a mediating effect on the relationship between the value of art and design, art and design knowledge, art and design methods, and SCCFA. Overall, the strategies proposed by scholars for cultivating SCCFA align with relevant theories. Future empirical research is needed to validate the validity of this SCCFA cultivation framework