本文選題：幼兒園綜合課程 + 大班幼兒�。� 參考：《南京師范大學(xué)》2006年碩士論文

【摘要】：本研究主要采用個(gè)案法。通過(guò)對(duì)比幼兒園綜合課程中審美能力培養(yǎng)的理想狀態(tài)和文本的差距、文本和實(shí)施的差距，展現(xiàn)幼兒園綜合課程中大班幼兒審美能力培養(yǎng)的現(xiàn)狀。 研究者發(fā)現(xiàn)：課程中審美教育活動(dòng)的設(shè)計(jì)基本上依據(jù)了課程的理念和審美教育理論。在課程實(shí)施中對(duì)幼兒審美能力的培養(yǎng)已經(jīng)有了較多的關(guān)注和研究，而且對(duì)幼兒審美能力的培養(yǎng)能通過(guò)多種渠道多種形式開展。總體上說(shuō)，審美教育活動(dòng)的開展對(duì)主題活動(dòng)的進(jìn)行起到了一定的促進(jìn)作用。但是由于客觀條件的限制和主觀認(rèn)識(shí)上的不足，在幼兒審美能力的培養(yǎng)上，還存在著悖離審美教育理念的做法。主要表現(xiàn)在以下方面：在教育目標(biāo)上，把幼兒知識(shí)的積累、認(rèn)知能力的培養(yǎng)和技能、技巧的掌握作為審美教育的目標(biāo)，而忽略了對(duì)幼兒感覺、知覺和想象等感性能力的培養(yǎng)。在教學(xué)內(nèi)容的選擇上，違背幼兒心理發(fā)展的邏輯。在課程實(shí)施中，強(qiáng)調(diào)教師的示范和兒童的模仿，強(qiáng)調(diào)機(jī)械地、枯燥地重復(fù)訓(xùn)練，，忽視兒童的體驗(yàn)；在對(duì)幼兒作品的評(píng)價(jià)上，有重創(chuàng)作結(jié)果輕創(chuàng)作過(guò)程的傾向；在學(xué)習(xí)方法上，用學(xué)習(xí)科學(xué)知識(shí)的方法培養(yǎng)幼兒的審美能力，強(qiáng)調(diào)內(nèi)容的記憶，追求答案的唯一性；在師幼關(guān)系上，強(qiáng)調(diào)以文本為中心，強(qiáng)調(diào)創(chuàng)作者的原義和教師解釋的權(quán)威。把幼兒看作知識(shí)的接受者和命令的服從者。 最后針對(duì)現(xiàn)狀中存在的問題，研究者提出了以下幾點(diǎn)教育建議：教師要提升現(xiàn)有教育觀念，提高專業(yè)水平和教育技能；實(shí)施綜合藝術(shù)教育活動(dòng)；審美教育活動(dòng)和其他教育活動(dòng)相互滲透。
[Abstract]:This study mainly adopts the case method. By comparing the ideal state and text gap of aesthetic ability cultivation and the gap between text and implementation in kindergarten comprehensive curriculum, the present situation of cultivating aesthetic ability of large class children in kindergarten comprehensive curriculum is revealed. The researchers find that the design of aesthetic education activities in the curriculum is basically based on the curriculum concept and aesthetic education theory. In the course of curriculum implementation, there has been more attention and research on the cultivation of children's aesthetic ability, and the cultivation of children's aesthetic ability can be carried out through a variety of channels and forms. In general, aesthetic education activities play a role in promoting thematic activities. However, due to the limitation of objective conditions and the deficiency of subjective cognition, there are still some ways of deviating from the aesthetic education idea in the cultivation of children's aesthetic ability. The main manifestations are as follows: in the educational goal, the accumulation of knowledge, the cultivation of cognitive ability and skills, and the mastery of skills are regarded as the goals of aesthetic education, while the training of perceptual ability, such as feeling, perception and imagination, is neglected. The choice of teaching content violates the logic of children's psychological development. In curriculum implementation, emphasis is placed on teachers' demonstration and children's imitation, mechanical and boring repeated training and neglect of children's experience; on the evaluation of young children's works, there is a tendency to emphasize creative results over creative processes; and on learning methods, Using the method of learning scientific knowledge to cultivate the aesthetic ability of young children, to emphasize the memory of content and to pursue the uniqueness of the answer, to emphasize the text as the center, the originator's original meaning and the authority of the teacher's explanation in the teacher-child relationship. The child is regarded as the receiver of knowledge and the follower of command. Finally, in view of the problems existing in the present situation, the researcher puts forward the following educational suggestions: teachers should improve their existing educational concepts, improve their professional level and educational skills, and carry out comprehensive art education activities; Aesthetic education activities and other educational activities permeate each other.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類號(hào)】：G612

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 劉晶波;李娟;豐新娜;;1996～2006年我國(guó)學(xué)前教育領(lǐng)域關(guān)于“五大領(lǐng)域選題”的研究狀況與分析——基于三所高校碩士、博士學(xué)位論文的研究[J];學(xué)前教育研究;2007年10期

相關(guān)碩士學(xué)位論文 前1條

1 文志娟;不同繪畫教學(xué)資源下大班幼兒的表現(xiàn)研究[D];廣西師范大學(xué);2010年

本文編號(hào)：1991641