【摘要】：當(dāng)今社會,科技的發(fā)展需要人才,而創(chuàng)造力正是人才必備的基本素養(yǎng)。美術(shù)教育作為人類美學(xué)的重要組成部分,在對人才創(chuàng)新能力的培養(yǎng)上,起到不可小覷的重要力量。因而,新課改指出:在當(dāng)今美術(shù)教育中,除了傳統(tǒng)的基礎(chǔ)技能知識的傳授之外,學(xué)生非智力因素的培養(yǎng)則成為更為重要的內(nèi)容。創(chuàng)意思維作為學(xué)生非智力因素的組成,在美術(shù)教育中的關(guān)鍵地位自然不言而喻。同時,心理學(xué)指出,人類創(chuàng)造性思維最為活躍的時期,正是行為習(xí)慣的養(yǎng)成階段——兒童時期。由此,我們發(fā)現(xiàn),為了最大限度地挖掘兒童的創(chuàng)新意識,培養(yǎng)兒童天馬行空的創(chuàng)造力和想象力,教師以及其他教育工作者必須從兒童抓起,使得創(chuàng)新意識的培養(yǎng)成為一種可持續(xù)的智力資源,這就要求我們在美術(shù)教育中為兒童提供多樣性的教學(xué)形式,促進兒童激發(fā)潛意識的不同方式的繪畫方法。只有這樣,兒童創(chuàng)意思維能力才能達到最大程度的開發(fā)。而在本篇論文里,主要將創(chuàng)意線描畫教學(xué)作為培養(yǎng)兒童創(chuàng)意思維的重要方式之一來進行研究。創(chuàng)意線描畫,突出創(chuàng)意,與臨摹線描畫區(qū)別開來,是指以線描畫為繪畫形式,在教師的主題啟發(fā)引導(dǎo)下,學(xué)生自主的根據(jù)自己的聯(lián)想、想象、創(chuàng)造,創(chuàng)作出來的具有創(chuàng)意的線描繪畫作品。本文之所以把6-9歲兒童作為研究對象,是因為依照此時期兒童創(chuàng)意思維和繪畫能力發(fā)展階段特征,兒童在這一時期的繪畫特點為擺脫涂鴉期,未到寫實期,用圖式的幾何形體來表現(xiàn)對象,對自己認為重要的部分會突出出來,圖畫內(nèi)容受經(jīng)驗和興趣的影響。因此這一階段最適合對學(xué)生進行創(chuàng)意線描畫教學(xué),那么如何指導(dǎo)這個時期的兒童學(xué)習(xí)創(chuàng)意線描,就是一個值得深入探討的疑難問題。筆者第一章闡述了創(chuàng)意線描畫相關(guān)概念及有關(guān)兒童創(chuàng)意線描教學(xué)在國內(nèi)外的理論研究成果與教學(xué)實踐開展現(xiàn)狀進行概述,分析到當(dāng)前兒童創(chuàng)意線描理論與實踐研究存在的不足。第二章對6-9歲兒童的創(chuàng)意思維能力發(fā)展和繪畫能力發(fā)展特征進行總結(jié)得出,對該階段兒童進行線描教學(xué)具有優(yōu)勢與意義,并全方位展示創(chuàng)意線描對“圖式期”兒童美育有哪些重要性。第三章為教學(xué)方法論述與案例展示。第五章對教學(xué)案例在實踐學(xué)校進行教學(xué)后的效果進行調(diào)查、分析,總結(jié)出兒童創(chuàng)意線描教學(xué)有效開展實施的建設(shè)性策略。經(jīng)過近一年的實踐教學(xué),發(fā)現(xiàn)對6-9歲兒童進行兒童創(chuàng)意線描具有優(yōu)勢與意義,有利于促進兒童創(chuàng)意思維能力的發(fā)展,因此撰寫成文,希望不論對校內(nèi)的還是校外的美術(shù)教育工作者都有很好的借鑒作用。
[Abstract]:In today's society, the development of science and technology needs talents, and creativity is the basic literacy necessary for talents. As an important part of human aesthetics, art education plays an important role in the cultivation of talent innovation ability. Therefore, the new curriculum reform points out that in today's art education, in addition to the traditional teaching of basic skills, the cultivation of students' non-intellectual factors has become a more important content. As the composition of students' non-intellectual factors, creative thinking plays a key role in art education. At the same time, psychology points out that the most active period of human creative thinking is the cultivation stage of behavioral habits-childhood. Therefore, we find that in order to maximize children's innovative consciousness and cultivate children's creativity and imagination, teachers and other educators must start with children and make the cultivation of innovative consciousness a sustainable intellectual resource, which requires us to provide children with a variety of teaching forms in art education and promote children to stimulate subconscious painting methods. Only in this way can children's creative thinking ability be developed to the greatest extent. In this paper, creative line painting teaching is mainly studied as one of the important ways to cultivate children's creative thinking. Creative line painting, highlighting creativity, is different from line painting, refers to the creative line drawing painting works inspired by the teacher's theme, students independently according to their own association, imagination, creation and creation. The reason why this paper takes 6 years old children as the research object is that according to the characteristics of children's creative thinking and painting ability development stage in this period, children's painting characteristics in this period are to get rid of graffiti period, not to realistic period, to express the object with schematic geometry, which will highlight the important part of oneself, and the picture content will be influenced by experience and interest. Therefore, this stage is most suitable for the teaching of creative line drawing for students, so how to guide children to learn creative line drawing in this period is a difficult problem worthy of further discussion. In the first chapter, the author expounds the related concepts of creative line drawing and the theoretical research results and teaching practice of children's creative line drawing teaching at home and abroad, and analyzes the shortcomings of the current children's creative line drawing theory and practice research. In the second chapter, the characteristics of the development of creative thinking ability and painting ability of children aged 6 years and 9 years old are summarized, and the advantages and significance of line drawing teaching in this stage are summarized, and the importance of creative line drawing to the aesthetic education of children in the "graphic period" is shown in an all-round way. The third chapter is the discussion of teaching methods and the demonstration of cases. The fifth chapter investigates the effect of teaching cases in practical schools, analyzes and summarizes the constructive strategies for the effective implementation of children's creative line drawing teaching. After nearly a year of practical teaching, it is found that it is of advantages and significance to draw creative lines for children aged 6 years and 9 years old, which is beneficial to promote the development of children's creative thinking ability. Therefore, it is hoped that the writing can be used as a good reference for both in and out of school art educators.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.75

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