綜合式美術(shù)活動(dòng)與幼兒的健康成長(zhǎng)
發(fā)布時(shí)間：2018-09-13 08:14
【摘要】：在長(zhǎng)期的教學(xué)實(shí)踐中，發(fā)現(xiàn)當(dāng)前幼兒美術(shù)教育領(lǐng)域中仍然存在一些既不符合幼兒美育發(fā)展規(guī)律又不適應(yīng)時(shí)代發(fā)展潮流的現(xiàn)象——“重技輕能”和“分科教學(xué)”等等。 本文旨在通過(guò)對(duì)當(dāng)前幼兒美育中存在的缺陷和不足的發(fā)現(xiàn)和分析，以探索和嘗試更為科學(xué)的適合兒童美育發(fā)展和符合時(shí)代潮流的幼兒美育策略。 本文首先從幼兒園美術(shù)活動(dòng)開(kāi)展?fàn)顩r入手，運(yùn)用調(diào)查問(wèn)卷和課堂觀摩等方法，調(diào)查幼兒美術(shù)教育在美術(shù)活動(dòng)內(nèi)容、教師教育理念和指導(dǎo)方法等方面存在的“不良現(xiàn)象”，并深入分析了當(dāng)前這些現(xiàn)象產(chǎn)生的主要根源。 在分析和總結(jié)了近現(xiàn)代幼兒美育理論和新世紀(jì)全球幼兒美術(shù)教育發(fā)展趨勢(shì)基礎(chǔ)上，并結(jié)合自己教學(xué)實(shí)踐經(jīng)驗(yàn)和對(duì)幼兒美術(shù)教育的思考，提出了“綜合式幼兒美術(shù)活動(dòng)”的教育理念和教學(xué)模式。 綜合式教育是時(shí)代發(fā)展潮流，綜合式教育在幼兒教育階段尤為重要。 綜合式幼兒美術(shù)活動(dòng)的教育理念是以發(fā)展幼兒綜合感知和表現(xiàn)能力為核心。通過(guò)兩個(gè)結(jié)合：一，幼兒美術(shù)活動(dòng)與幼兒的其它活動(dòng)相結(jié)合，以“主題美術(shù)活動(dòng)”為連接點(diǎn)，將美術(shù)活動(dòng)融合或輻射到幼兒音樂(lè)、舞蹈、語(yǔ)言、自然科學(xué)等不同領(lǐng)域。通過(guò)美術(shù)活動(dòng)與其他幼兒活動(dòng)的相互滲透和作用，啟發(fā)幼兒對(duì)不同領(lǐng)域的活動(dòng)內(nèi)容和形式的橫向思考和探索，從而萌發(fā)幼兒的發(fā)散性思維品質(zhì)和幼兒綜合能力的發(fā)展。二，幼兒美術(shù)活動(dòng)在內(nèi)容、形式和工具材料上相結(jié)合，將單一的活動(dòng)內(nèi)容、表現(xiàn)形式、工具材料交互運(yùn)用，即同一美術(shù)活動(dòng)內(nèi)容進(jìn)行多種形式表現(xiàn)和多種材料的綜合嘗試，啟發(fā)和誘導(dǎo)幼兒探索表現(xiàn)形式的多樣性，并以此為契機(jī)促進(jìn)幼兒思維品質(zhì)和創(chuàng)新能力的全面發(fā)展。 本文的論述分以下層次：首先，時(shí)代的發(fā)展和進(jìn)步對(duì)幼兒美術(shù)教育提出新的標(biāo)準(zhǔn)和要求，綜合式美術(shù)活動(dòng)既充分考慮并尊重兒童作為學(xué)習(xí)主體的能動(dòng)性，又充分發(fā)揮美術(shù)學(xué)科的獨(dú)特的審美干預(yù)的基礎(chǔ)上，以發(fā)展的兒童美術(shù)教育觀，從兒童和審美兩個(gè)角度審視、設(shè)計(jì)和組織幼兒美術(shù)活動(dòng)。綜合式美術(shù)活動(dòng)在創(chuàng)新傳統(tǒng)幼兒美術(shù)活動(dòng)形式(繪畫(huà)、手工和欣賞)的基礎(chǔ)上，把幼兒美術(shù)活動(dòng)分為認(rèn)知與再現(xiàn)、審美與表現(xiàn)、探索與創(chuàng)造三大類型，從教育觀念、活動(dòng)內(nèi)容和表現(xiàn)形式等方面為幼兒提供更加自由的、開(kāi)放的、綜合的美術(shù)活動(dòng)環(huán)境。綜合式美術(shù)活動(dòng)三大類型的劃分，并不是簡(jiǎn)單的與當(dāng)前幼兒美術(shù)活動(dòng)形式作概念上的區(qū)分，而是幼兒美術(shù)教育觀念的重要轉(zhuǎn)變。一方面，它拓展了幼兒美術(shù)活動(dòng)的領(lǐng)域，把幼兒多官能感知納入并構(gòu)成幼兒美術(shù)活動(dòng) 碩里~學(xué)夕觸戈次 的一部分，從而使幼兒美術(shù)活動(dòng)成為促進(jìn)幼兒認(rèn)知能力發(fā)展的動(dòng)因;另一方 面，綜合式美術(shù)活動(dòng)將相互獨(dú)立的繪畫(huà)、手工和欣賞融合到以幼兒為主體的 “主題美術(shù)活動(dòng)”中，從而為幼兒提供更自由、更開(kāi)闊、更豐富的創(chuàng)造空間。 認(rèn)知與再現(xiàn)將幼兒以觀察為主的認(rèn)知引入幼兒美術(shù)活動(dòng)，引導(dǎo)幼兒發(fā)現(xiàn) 和感知現(xiàn)實(shí)生活，把外在事物內(nèi)化為“心理表象”之后，再啟發(fā)幼兒以不同 形式表現(xiàn)出來(lái)，從而轉(zhuǎn)變“示范+I臨摹”為主的幼兒美術(shù)教學(xué)模式，強(qiáng)化幼兒 以觀察力為主的感知覺(jué)能力的發(fā)展。 審美與表現(xiàn)則通過(guò)提供給幼兒大量的生活和藝術(shù)作品資料，引導(dǎo)幼兒對(duì) 生活中和藝術(shù)作品中美的形態(tài)、樣式、色彩、組織結(jié)構(gòu)等“美”的發(fā)現(xiàn)、探 索和情感體驗(yàn)，并能夠把自己的情感和體驗(yàn)以美的形式表現(xiàn)出來(lái)，發(fā)展幼兒 的審美能力和表現(xiàn)美的能力。 探索與創(chuàng)造通過(guò)提供盡可能多的工具和材料，豐富的造型手法和獨(dú)特的 表現(xiàn)形式，鼓勵(lì)幼兒依據(jù)自己的興趣和個(gè)性特點(diǎn)，選擇美術(shù)活動(dòng)主題，工具 材料以及表現(xiàn)方法等，提高幼兒的動(dòng)手操作能力，培養(yǎng)幼兒的創(chuàng)造性思維和 探索精神。 綜合式兒童美術(shù)教育作為一種開(kāi)放的教育思想和模式，沒(méi)有一成不變的 具體的教學(xué)內(nèi)容，在深刻領(lǐng)會(huì)綜合式兒童美術(shù)教育思想、指導(dǎo)和評(píng)價(jià)方法之 后，幼兒教師適時(shí)適地的設(shè)計(jì)美術(shù)活動(dòng)內(nèi)容并開(kāi)展美術(shù)活動(dòng)才是關(guān)鍵。為了 更好的闡明綜合式美術(shù)活動(dòng)的教育理念，，分別為大、中、小班設(shè)計(jì)了幾個(gè)幼 兒美術(shù)教學(xué)案例，僅作拋磚引玉之用。 針對(duì)新文化環(huán)境中幼兒美術(shù)發(fā)展，闡明了自己的觀點(diǎn)。 關(guān)鍵詞: 分類號(hào): 綜合感知表現(xiàn)能力 G613.6
[Abstract]:In the long-term teaching practice, it is found that there are still some phenomena in the field of preschool art education, which neither conform to the law of preschool art education development nor adapt to the trend of the times, such as "attaching importance to technology but neglecting ability" and "dividing subject teaching".
The purpose of this paper is to find and analyze the defects and shortcomings in the current infant aesthetic education in order to explore and try a more scientific strategy suitable for the development of children's aesthetic education and the trend of the times.
This paper begins with the development of art activities in kindergartens, investigates the "bad phenomena" in the content of art activities, teachers'educational concepts and guiding methods, and analyzes the main causes of these phenomena.
On the basis of analyzing and summing up the modern and contemporary theory of preschool aesthetic education and the development trend of global preschool art education in the new century, and combining with my own teaching experience and thinking of preschool art education, this paper puts forward the educational idea and teaching mode of "comprehensive preschool art activities".
Comprehensive education is the trend of the times. Comprehensive education is particularly important in the early childhood education stage.
The educational concept of integrated art activities for children is to develop children's comprehensive perception and performance ability as the core. Through two combinations: first, the children's art activities are combined with other activities of children, taking "theme art activities" as the connecting point, integrating or radiating the art activities to children's music, dance, language, natural science and other different collars. Domain. Through the mutual penetration and interaction between art activities and other activities of young children, children are inspired to think and explore the contents and forms of activities in different fields horizontally, so as to germinate the children's divergent thinking quality and the development of children's comprehensive ability. Second, children's art activities are combined in content, form and tool materials, so as to make a single life. The interactive use of moving content, expressive form and tool material means that the same art activity content is comprehensively attempted in various forms and materials to inspire and induce children to explore the diversity of expressive forms, and to take this opportunity to promote the comprehensive development of children's thinking quality and innovative ability.
This paper is divided into the following levels: first of all, the development and progress of the times have put forward new standards and requirements for preschool art education. Comprehensive art activities not only fully consider and respect the initiative of children as the main body of learning, but also give full play to the unique aesthetic intervention of art subjects, on the basis of which the development of children's art education concept, from the children. On the basis of innovating the traditional forms of children's art activities (painting, handicraft and appreciation), comprehensive art activities can be divided into three types: cognition and reproduction, aesthetic appreciation and expression, exploration and creation, from the perspectives of educational concepts, activities and forms of expression. On the one hand, it provides a more free, open and comprehensive environment for children's art activities. The division of the three types of comprehensive art activities is not simply a conceptual distinction with the current form of children's art activities, but an important change in the concept of children's art education. On the other hand, it expands the field of children's art activities, and makes children multi-functional. Perception and inclusion in children's art activities
Shuo Li
As a result, children's fine arts activities become the driving force for the development of children's cognitive ability.
On the other hand, comprehensive art activities integrate independent painting, handwork and appreciation into children oriented.
"Theme art activities" in order to provide more free, more open and more creative space for children.
Cognition and reproduction introduce children's observation oriented cognition into children's art activities, and guide children to discover.
And perceive the real life and internalize external things into "mental representation", and then inspire children to be different.
In order to change the form of children's art teaching mode of "demonstration +I copying", we should strengthen children's teaching mode.
The development of perceptive ability based on observation.
Aesthetics and performance guide children's pairs by providing children with large amounts of information about life and works of art.
The discovery of beauty in the form, style, color and organization structure of Chinese and American works of art and art.
It is also a way to develop children's feelings and experiences in the form of beauty.
The aesthetic ability and the ability to express beauty.
Explore and create by providing as many tools and materials as possible, rich modeling techniques and unique
The form of expression encourages children to choose the theme and tools of art activities according to their interests and personality characteristics.
Materials and methods of expression to improve children's ability to operate and train children's creative thinking.
The spirit of exploration.
As an open educational thought and mode, comprehensive children's art education is not static.
The specific teaching content is to deeply understand the comprehensive children's art education thought, guide and evaluate the method.
After that, it is the key for preschool teachers to design art activities and carry out art activities in a timely and appropriate manner.
Better clarify the educational concept of comprehensive art activities, and design several children for large, medium and small classes respectively.
Children's fine arts teaching case is only used for attracting bricks and jade.
In view of the development of children's art in the new cultural environment, this paper expounds its own views.
Key word:
Classification number:
Comprehensive perceptive expressive ability
G613.6
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2004
【分類號(hào)】：G613.6
本文編號(hào)：2240575
[Abstract]:In the long-term teaching practice, it is found that there are still some phenomena in the field of preschool art education, which neither conform to the law of preschool art education development nor adapt to the trend of the times, such as "attaching importance to technology but neglecting ability" and "dividing subject teaching".
The purpose of this paper is to find and analyze the defects and shortcomings in the current infant aesthetic education in order to explore and try a more scientific strategy suitable for the development of children's aesthetic education and the trend of the times.
This paper begins with the development of art activities in kindergartens, investigates the "bad phenomena" in the content of art activities, teachers'educational concepts and guiding methods, and analyzes the main causes of these phenomena.
On the basis of analyzing and summing up the modern and contemporary theory of preschool aesthetic education and the development trend of global preschool art education in the new century, and combining with my own teaching experience and thinking of preschool art education, this paper puts forward the educational idea and teaching mode of "comprehensive preschool art activities".
Comprehensive education is the trend of the times. Comprehensive education is particularly important in the early childhood education stage.
The educational concept of integrated art activities for children is to develop children's comprehensive perception and performance ability as the core. Through two combinations: first, the children's art activities are combined with other activities of children, taking "theme art activities" as the connecting point, integrating or radiating the art activities to children's music, dance, language, natural science and other different collars. Domain. Through the mutual penetration and interaction between art activities and other activities of young children, children are inspired to think and explore the contents and forms of activities in different fields horizontally, so as to germinate the children's divergent thinking quality and the development of children's comprehensive ability. Second, children's art activities are combined in content, form and tool materials, so as to make a single life. The interactive use of moving content, expressive form and tool material means that the same art activity content is comprehensively attempted in various forms and materials to inspire and induce children to explore the diversity of expressive forms, and to take this opportunity to promote the comprehensive development of children's thinking quality and innovative ability.
This paper is divided into the following levels: first of all, the development and progress of the times have put forward new standards and requirements for preschool art education. Comprehensive art activities not only fully consider and respect the initiative of children as the main body of learning, but also give full play to the unique aesthetic intervention of art subjects, on the basis of which the development of children's art education concept, from the children. On the basis of innovating the traditional forms of children's art activities (painting, handicraft and appreciation), comprehensive art activities can be divided into three types: cognition and reproduction, aesthetic appreciation and expression, exploration and creation, from the perspectives of educational concepts, activities and forms of expression. On the one hand, it provides a more free, open and comprehensive environment for children's art activities. The division of the three types of comprehensive art activities is not simply a conceptual distinction with the current form of children's art activities, but an important change in the concept of children's art education. On the other hand, it expands the field of children's art activities, and makes children multi-functional. Perception and inclusion in children's art activities
Shuo Li
As a result, children's fine arts activities become the driving force for the development of children's cognitive ability.
On the other hand, comprehensive art activities integrate independent painting, handwork and appreciation into children oriented.
"Theme art activities" in order to provide more free, more open and more creative space for children.
Cognition and reproduction introduce children's observation oriented cognition into children's art activities, and guide children to discover.
And perceive the real life and internalize external things into "mental representation", and then inspire children to be different.
In order to change the form of children's art teaching mode of "demonstration +I copying", we should strengthen children's teaching mode.
The development of perceptive ability based on observation.
Aesthetics and performance guide children's pairs by providing children with large amounts of information about life and works of art.
The discovery of beauty in the form, style, color and organization structure of Chinese and American works of art and art.
It is also a way to develop children's feelings and experiences in the form of beauty.
The aesthetic ability and the ability to express beauty.
Explore and create by providing as many tools and materials as possible, rich modeling techniques and unique
The form of expression encourages children to choose the theme and tools of art activities according to their interests and personality characteristics.
Materials and methods of expression to improve children's ability to operate and train children's creative thinking.
The spirit of exploration.
As an open educational thought and mode, comprehensive children's art education is not static.
The specific teaching content is to deeply understand the comprehensive children's art education thought, guide and evaluate the method.
After that, it is the key for preschool teachers to design art activities and carry out art activities in a timely and appropriate manner.
Better clarify the educational concept of comprehensive art activities, and design several children for large, medium and small classes respectively.
Children's fine arts teaching case is only used for attracting bricks and jade.
In view of the development of children's art in the new cultural environment, this paper expounds its own views.
Key word:
Classification number:
Comprehensive perceptive expressive ability
G613.6
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2004
【分類號(hào)】：G613.6
【引證文獻(xiàn)】
相關(guān)期刊論文 前1條
1 劉勇;;城市流動(dòng)兒童在手工活動(dòng)中變廢為寶的策略研究[J];現(xiàn)代閱讀(教育版);2013年04期
相關(guān)碩士學(xué)位論文 前3條
1 靳岑;浙江民間木偶藝術(shù)課程資源的開(kāi)發(fā)與利用[D];浙江師范大學(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 郭麗偉;長(zhǎng)春地區(qū)校外少兒美術(shù)教育創(chuàng)新發(fā)展的策略研究[D];東北師范大學(xué);2012年
本文編號(hào)：2240575
本文鏈接：http://sikaile.net/jiaoyulunwen/yejy/2240575.html
最近更新
教材專著
