本文關(guān)鍵詞： 建構(gòu)主義 美術(shù)教學(xué) 形象思維　出處：《新疆師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：兒童作畫和他的認(rèn)知結(jié)構(gòu)發(fā)展有關(guān),兒童把繪畫作為其視知覺行為和形象思維最重要的實(shí)踐手段。研究表明兒童一直在用圖來代表現(xiàn)實(shí)中的各種事物,用圖來表達(dá)自己的意圖或者是解決現(xiàn)實(shí)中的問題,并在解決現(xiàn)實(shí)中遇到問題的過程中不斷引發(fā)的認(rèn)知結(jié)構(gòu)的重組。兒童這種用圖來表示某種含義的用法非常有意義,且在成人后并沒有被拋棄,反而應(yīng)用在了更廣的范圍,比如地圖、指示圖、心電圖、交通圖等現(xiàn)實(shí)生活中最常見的運(yùn)用形式。這時(shí),圖發(fā)揮著“以圖示意”的功能,這完全不同于西方象形表現(xiàn)的圖像藝術(shù),而是用圖來轉(zhuǎn)換一定意義的運(yùn)用形式,論文將這種圖的運(yùn)用方式稱為“圖示”。然而很多教育者認(rèn)為兒童“圖示”的繪畫方法幼稚,低級,并試圖以西方象形繪畫為標(biāo)準(zhǔn)對兒童美術(shù)另起爐灶的做法似乎造成了兒童繪畫發(fā)展的斷裂,因此在美術(shù)教育上出現(xiàn)了“青少年危機(jī)”現(xiàn)象。兒童在用圖去表達(dá)他周圍的事物時(shí),這個過程正是兒童運(yùn)用形象思維能力的創(chuàng)造過程。這本身就是一種個體意義上的創(chuàng)造,也為將來真正社會意義上的創(chuàng)造奠定了知識和思維基礎(chǔ)。因此并不是說美術(shù)可以提高孩子的想象力與創(chuàng)造力,而是形象思維能力會給孩子帶來想象力與創(chuàng)造力。想象力與創(chuàng)造力在各個領(lǐng)域都會有體驗(yàn),并不只有美術(shù)訓(xùn)練才能達(dá)到,而美術(shù)會極大地培養(yǎng)孩子的形象思維能力,這才該是教育者應(yīng)予以重視的。在通過美術(shù)教育來發(fā)展孩子的形象思維的過程中,最有效的手段便是實(shí)踐環(huán)節(jié),在此過程中訓(xùn)練孩子用圖來思考,來解決問題的能力。而建構(gòu)主義恰恰正是這樣一種非常重視實(shí)踐體驗(yàn)的方式,它要求通過實(shí)踐的過程來解決認(rèn)知問題,加強(qiáng)體驗(yàn)?zāi)芰?增長認(rèn)知范圍,獲得知識的過程不是通過別人的講授,而是通過那些能夠使自己生成圖示的建構(gòu)性學(xué)習(xí)過程中獲得的。這樣獲得的概念具有深刻性且有舉一反三的效果,因此筆者嘗試用建構(gòu)主義來探索這一階段的美術(shù)教學(xué)。
[Abstract]:Children's painting is related to the development of their cognitive structure, and children regard painting as the most important practical means of their visual and perceptual behaviors and image-thinking. The study shows that children have always used pictures to represent all kinds of things in reality. The use of graphs to express one's intentions or to solve problems in reality, and to reorganize cognitive structures constantly in the process of solving problems in reality. And instead of being abandoned in adulthood, they are used in a wider range of things, such as maps, indicators, electrocardiograms, traffic charts, and so on. This is completely different from the pictographic art of western pictographs, but it uses pictures to transform the forms of application of certain meanings. This paper calls the use of this kind of picture "pictorial". However, many educators think that the method of drawing children's "pictographs" is childish. Low-level, and attempts to use Western pictographic painting as a standard for children's art to reinvent the practice seems to have caused the development of children's painting fracture, Therefore, the phenomenon of "youth crisis" appears in art education. When children use pictures to express the things around them, this process is a creative process in which children use their ability to think in images. This is in itself an individual creation. It also lays the foundation of knowledge and thinking for the real social creation in the future. So it is not to say that art can improve the imagination and creativity of children. But the ability to think in images will bring imagination and creativity to children. Imagination and creativity will be experienced in all fields, not only through art training, but also by art, which will greatly develop children's ability to think in images. This is what educators should pay attention to. In the process of developing children's image thinking through art education, the most effective means is the practice, in which children are trained to think with pictures. The ability to solve problems. Constructivism is just such a way of paying great attention to practical experience. It requires solving cognitive problems through the process of practice, strengthening the ability to experience, and increasing the scope of cognition. The process of acquiring knowledge is not taught by others, but through constructive learning processes that enable them to generate diagrams. The concepts thus acquired are profound and have a negative effect. Therefore, I try to use constructivism to explore this stage of art teaching.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.75

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本文編號：1516061