本文關(guān)鍵詞： 童話 學(xué)前兒童 審美教育 策略 途徑 方法　出處：《內(nèi)蒙古師范大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

【摘要】： 童話作為幼兒園語言教育的主要途徑,曾深受兒童教師和孩子們的喜愛。但隨著社會的發(fā)展,人們觀念的改變,再加上大眾媒體的沖擊,眾多環(huán)境的影響,使童話在幼兒園教育中出現(xiàn)弱化現(xiàn)象。這一現(xiàn)象很迫切需要我們?nèi)ソ鉀Q和關(guān)注。童話的本質(zhì)屬性是它的文學(xué)性而不是它的教育性。當(dāng)然,我們不否認(rèn)童話有教育功能,但童話最主要的是其審美功能。童話作為文學(xué)藝術(shù)之一種,應(yīng)該堅守審美的立場,應(yīng)該把審美功能作為其存在的終極價值。本論文以3-6歲學(xué)前兒童為研究對象從三部分對童話與兒童審美教育關(guān)系進行了探討。 第一部分筆者通過調(diào)查指出了童話的審美教學(xué)在幼兒園中的生存狀況并不容樂觀:教師對童話的審美教育功能知之甚少,童話成為了輔助教學(xué)手段,片面強調(diào)德育功能,審美功能被忽視等等。并針對這些現(xiàn)象從社會轉(zhuǎn)型期社會價值觀念角度,現(xiàn)行教育制度角度,影視媒體的影響角度及教師的文學(xué)素養(yǎng)角度進行了原因分析。 第二部分針對童話審美教育現(xiàn)狀進行了審美教育策略探討。試著提出了首先要樹立教育從業(yè)者正確的童話審美教育意識策略,即尊重興趣,喚起審美體驗,引領(lǐng)成長等教育意識。其次,提高教育從業(yè)者的文學(xué)素養(yǎng)策略,指出要重視師范院校的兒童文學(xué)課程,鼓勵在職培訓(xùn)提高教師的文學(xué)素養(yǎng)。最后,實施綜合藝術(shù)策略,要在藝術(shù)形式上和各學(xué)科內(nèi)容上進行整合。 第三部分結(jié)合實際提出了兒童審美教育的途徑與方法。針對童話具體情況從改變與創(chuàng)作,游戲與表演及情景渲染的途徑進行審美教育。并總結(jié)出環(huán)境布置法、音樂感染法、畫面展示法、角色體驗法等童話審美教育的實施方法。 本論文注重考察童話的審美功能,探討結(jié)合童話對兒童進行審美教育的實施策略,為如何培養(yǎng)兒童審美能力提供了實踐上的支持。
[Abstract]:As a main way of language education in kindergarten , fairy tales have been loved by children ' s teachers and children . But with the development of society , the change of people ' s ideas , and the impact of mass media , the influence of many environments , makes fairy tales weaken in the kindergarten education . This phenomenon is very urgent for us to solve and pay attention . In the first part , the author points out that the aesthetic teaching of fairy tales plays an important role in the kindergarten . The second part focuses on the aesthetic education strategy of fairy tale aesthetic education . First , we should set up the correct strategy of aesthetic education of fairy tale , that is , respect interest , arouse the aesthetic experience and lead the development of education . Secondly , improve the literature accomplishment strategy of the education practitioners , and point out that we should pay attention to the children ' s literature curriculum in normal colleges and encourage the in - service training to improve the teachers ' literary accomplishment . Finally , the comprehensive art strategy should be implemented , which should be integrated in the form of art and subject content . In the third part , the ways and methods of children ' s aesthetic education are put forward . In view of the situation of fairy tales , aesthetic education is carried out from the ways of change and creation , game and performance and scene rendering , and the implementation methods of the aesthetic education of fairy tales such as environmental layout method , music infection method , screen display method and role experience method are summarized . This thesis focuses on the aesthetic function of fairy tales , discusses the implementation strategy of aesthetic education of children in combination with fairy tales , and provides practical support for how to cultivate children ' s aesthetic ability .

【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G613.3

【引證文獻】

相關(guān)碩士學(xué)位論文 前1條

1 陳麗靜;觸摸“心靈的童話之旅”[D];陜西師范大學(xué);2012年

，

本文編號：1485313