本文選題：立體造型 + 小學(xué)美術(shù)教學(xué)��； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：“立體造型”作為一種獨(dú)特的造型表現(xiàn)形式,受到越來(lái)越多的教育者的重視和學(xué)生的喜愛。本論文結(jié)合理論與實(shí)際相聯(lián)系,通過對(duì)小學(xué)生的問卷調(diào)查、小學(xué)美術(shù)教師的話題訪談以及美術(shù)教育實(shí)習(xí)生的訪談等,發(fā)現(xiàn)目前美術(shù)教學(xué)的單一模式和手工制作課流于形式,并探討“立體造型”在小美美術(shù)教學(xué)中的應(yīng)用。本論文共分為四個(gè)部分：第一部分主要分析了“立體造型”的內(nèi)涵以及教學(xué)理論依據(jù)。分別從詞義分析,基本要素角度闡述“立體造型”的涵義,基于多元智能理論、杜威的活動(dòng)課程理論對(duì)“立體造型”的教學(xué)理論依據(jù)加以闡述。第二部分分別從我國(guó)美術(shù)教學(xué)大綱、小學(xué)美術(shù)課程標(biāo)準(zhǔn)、小學(xué)美術(shù)教材以及小學(xué)美術(shù)教學(xué)現(xiàn)存的一些問題等方面闡述在小學(xué)美術(shù)教學(xué)中進(jìn)行“立體造型”的依據(jù)及必要性。第三部分從小學(xué)美術(shù)手工課“立體造型”教學(xué)原則和方法探究入手,重點(diǎn)關(guān)注和思考以下一些問題：如何使其能夠有效開展,如何做到以趣引趣,如何內(nèi)外兼顧,如何寓教于樂；如何用手工制作中的立體造型來(lái)拋磚引玉,鼓勵(lì)兒童自主創(chuàng)新,給兒童一片暢想的天空。第四部分從小學(xué)三個(gè)學(xué)習(xí)階段,根據(jù)三個(gè)學(xué)習(xí)階段學(xué)生的認(rèn)知特征,有針對(duì)性地制定了遞進(jìn)式的立體造型教學(xué)策略。一至二年級(jí)基于自然認(rèn)知的立體造型教學(xué),三至四年級(jí)基于價(jià)值取向的立體造型教學(xué),五至六年級(jí)基于文化感悟的立體造型教學(xué)。本研究立足于小學(xué)美術(shù)教學(xué)實(shí)際,試圖從教材、學(xué)生心理特點(diǎn)等方面出發(fā),堅(jiān)持理論與實(shí)踐相結(jié)合的原則,讓小學(xué)美術(shù)更加貼近生活,使學(xué)生在做中學(xué),讓每一個(gè)兒童在自己的強(qiáng)項(xiàng)的基礎(chǔ)上得到發(fā)展。
[Abstract]:As a unique form of modeling, stereoscopic modeling is paid more and more attention by educators and students. This paper combines theory with practice, through the questionnaire survey to primary school students, the topic interview of primary school art teacher and the interview of art education intern, we find that the single model of art teaching and handmade course is just a formality at present. This paper also discusses the application of "three-dimensional modeling" in Xiaomei art teaching. This thesis is divided into four parts: the first part mainly analyzes the connotation of "solid modeling" and the theoretical basis of teaching. The meaning of "solid modeling" is explained from the angle of word meaning analysis and basic elements. Based on the theory of multiple intelligences, Dewey's activity course theory expounds the theoretical basis of teaching "stereo modeling". The second part expounds the basis and necessity of "three-dimensional modeling" in art teaching in primary school from the following aspects: the outline of art teaching in our country, the art curriculum standard of primary school, the teaching material of art in primary school and some existing problems in art teaching in primary school. The third part starts with the exploration of the teaching principle and method of "three-dimensional modeling" in the art handwork course of primary school, focusing on the following problems: how to carry out it effectively, how to make fun of it, how to give consideration to both inside and outside, How to teach in fun, how to use the handmade three-dimensional modeling to encourage children to innovate independently, and to give children a dreamy sky. In the fourth part, according to the cognitive characteristics of the students in the three stages of primary school learning, a progressive teaching strategy of stereoscopic modeling is developed. The first to second grade is based on natural cognition, the third to fourth grade is based on value orientation, and the fifth to sixth grade is based on cultural perception. Based on the practice of art teaching in primary schools, this study attempts to adhere to the principle of combining theory with practice from the aspects of teaching materials and students' psychological characteristics, so as to make the art of primary schools more close to life and enable students to learn by doing. Let every child develop on the basis of his own strengths.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.75

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 李寧;;用泥塑構(gòu)建學(xué)生的立體思維意識(shí)——《立體造型》課程教學(xué)分析[J];吉林省教育學(xué)院學(xué)報(bào)(中旬);2012年08期

2 何明夏;;紙語(yǔ)——立體構(gòu)成教學(xué)中紙材的語(yǔ)境實(shí)踐[J];藝術(shù)與設(shè)計(jì)(理論);2012年07期

3 張榮;;“玩—拆—做—賞”有效教學(xué)模式初探——一節(jié)小學(xué)美術(shù)手工課的教學(xué)啟示[J];小學(xué)教學(xué)參考;2011年18期

4 徐文英;;小學(xué)低段美術(shù)手工課有效教學(xué)策略談[J];小學(xué)教學(xué)參考;2011年12期

5 張正波;;教師如何挖掘廢舊材料中的教育元素——廢舊材料利用的優(yōu)勢(shì)視角[J];當(dāng)代學(xué)前教育;2010年04期

6 劉玉斌;;小學(xué)美術(shù)教學(xué)中學(xué)生動(dòng)手能力的培養(yǎng)[J];教育革新;2009年09期

7 任偉偉;;杜威“活動(dòng)課程”理論述評(píng)及啟示[J];高等教育研究;2005年01期

8 陳燕燕;真情體驗(yàn)·師生共創(chuàng)——“材料探索”在小學(xué)手工課中開展的意義[J];當(dāng)代教育論壇;2004年09期

9 王大根;談?wù)劽佬g(shù)課的單元化教學(xué)[J];中國(guó)美術(shù)教育;2001年03期

，

本文編號(hào)：1946928