本文選題：視覺空間智能 + 學(xué)前兒童　； 參考：《南京師范大學(xué)》2008年碩士論文

【摘要】： 本研究以信息技術(shù)環(huán)境和讀圖時(shí)代的米臨作為研究背景,對教學(xué)信息的可視化呈現(xiàn)和傳達(dá)加以研究。在解析幼兒視覺空間智能內(nèi)涵的基礎(chǔ)上,從幼兒的視知覺特征,歷史文化和視覺教育資源等方面分析了影響學(xué)前兒童視覺空間智能發(fā)展的因素,從視覺觀看能力、視覺想象能力和視覺構(gòu)繪能力三種能力的培養(yǎng)出發(fā),進(jìn)一步從信息技術(shù)環(huán)境下數(shù)字影像的形式和內(nèi)容、不同的視覺符號、以及可視化表征方法三方面論證分析了視覺表征對視覺空間智能培養(yǎng)的支持。在此基礎(chǔ)上,根據(jù)幼兒的視知覺和學(xué)習(xí)特征,提出了基于視覺表征的學(xué)前兒童視覺空間智能的培養(yǎng)策略:通過開發(fā)視覺教育資源中的民族文化素材,挖掘民族文化符號,視覺化設(shè)計(jì)學(xué)習(xí)材料培養(yǎng)視覺觀看能力;通過幫助兒童建立視覺意象,應(yīng)用視覺符號創(chuàng)設(shè)視覺聯(lián)想,化用視覺藝術(shù)形式創(chuàng)設(shè)文化背景培養(yǎng)幼兒的視覺想象能力;應(yīng)用可視化表征方法組織教學(xué)內(nèi)容,并從表征的角度評價(jià)幼兒繪畫,培養(yǎng)幼兒的視覺構(gòu)繪能力。在視覺表征理論建構(gòu)的基礎(chǔ)上,把視覺表征策略在學(xué)前兒童教學(xué)實(shí)踐中加以應(yīng)用,取得了一定的教學(xué)效果。
[Abstract]:In this study, the visual presentation and communication of teaching information are studied under the background of information technology environment and the era of reading pictures. On the basis of analyzing the connotation of children's visual space intelligence, this paper analyzes the factors that affect the development of preschool children's visual space intelligence from the aspects of children's visual perception characteristics, historical culture and visual education resources, and analyzes the visual viewing ability of preschool children. Starting from the cultivation of visual imagination ability and visual drawing ability, this paper further discusses the form and content of digital image and different visual symbols in the information technology environment. Visual representation and visual representation of the three aspects of the visual representation of the support for the cultivation of visual space intelligence. On this basis, according to children's visual perception and learning characteristics, this paper puts forward the training strategy of preschool children's visual space intelligence based on visual representation: mining the national cultural symbols by developing the national cultural materials in the visual education resources. Visual design learning materials to cultivate visual viewing ability, by helping children establish visual image, use visual symbols to create visual association, use visual art form to create cultural background to cultivate children's visual imagination ability; The visual representation method is used to organize the teaching contents and evaluate the children's painting from the point of representation, so as to cultivate the children's ability of visual drawing. Based on the construction of visual representation theory, visual representation strategies are applied in preschool children's teaching practice, and some teaching results are obtained.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G612

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 趙孫杰;張舒予;;視覺表征在創(chuàng)新思維培養(yǎng)中的應(yīng)用探析[J];中小學(xué)電教;2010年10期

相關(guān)碩士學(xué)位論文 前4條

1 唐立寧;幼兒積木游戲中模擬搭建行為的研究[D];華東師范大學(xué);2011年

2 馮敏星;多元智力理論在幼兒美術(shù)領(lǐng)域教學(xué)中的應(yīng)用[D];山西大學(xué);2010年

3 鄭晶瑩;兒童教育類體感游戲用戶界面的視覺設(shè)計(jì)研究[D];華東理工大學(xué);2013年

4 蘭曄;中班幼兒繪畫教學(xué)活動中師幼互動存在的問題及對策研究[D];河北大學(xué);2013年

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本文編號：2041692