發(fā)布時間：2019-05-08 08:35

【摘要】： 隨著“讀圖時代”的到來，培養(yǎng)從小就具有視覺藝術(shù)素養(yǎng)的公民，已成為時代對早期教育提出的要求。了解學(xué)齡前兒童對圖畫作者的情緒狀態(tài)、人格特質(zhì)與其作品關(guān)系的認(rèn)知，把握其發(fā)展過程、趨勢和影響因素，有助于我們更全面、更深入地了解兒童審美心理的發(fā)展，為學(xué)前兒童美術(shù)學(xué)習(xí)和發(fā)展標(biāo)準(zhǔn)的制定提供借以參考的依據(jù)，同時也有助于將兒童對他人狀態(tài)和特質(zhì)的理解進(jìn)行比較，更有效地指導(dǎo)幼兒園的教育實(shí)踐活動。 本研究在前人研究的基礎(chǔ)上，設(shè)計了兩個實(shí)驗(yàn)，考察兒童對圖畫作者及其作品關(guān)系的認(rèn)知。同時，本研究還結(jié)合兒童的口語報告及其行為反應(yīng)分析了兒童在實(shí)驗(yàn)任務(wù)中的策略運(yùn)用。 實(shí)驗(yàn)一以3.5—5.5歲的兒童為參與者，隨機(jī)選取上海市區(qū)四所普通幼兒園里的100名兒童，通過線條、顏色和內(nèi)容任務(wù)考察兒童對圖畫作者作畫狀態(tài)與其作品間關(guān)系的認(rèn)知，討論影響兒童理解圖畫作者情緒狀態(tài)的因素。 實(shí)驗(yàn)二以5—6歲兒童為參與者，隨機(jī)選取上海市區(qū)兩所普通幼兒園的120名兒童，通過風(fēng)格范例條件和特質(zhì)故事條件考察兒童對圖畫風(fēng)格(粗獷—細(xì)膩，幻想—現(xiàn)實(shí))以及圖畫作者特質(zhì)的理解，，并探討影響兒童風(fēng)格和特質(zhì)認(rèn)知的因素。 研究結(jié)果表明： (1) 3.5歲兒童已能借助動作、聲音和表情等線索識別他人的情緒狀態(tài)，對積極情緒的識別成績高于對消極情緒的識別成績，但他們尚無法把握圖畫作者的情緒狀態(tài)與其作品間的關(guān)系； (2) 4.5歲兒童已經(jīng)能夠初步把握圖畫作者的情緒狀態(tài)與圖畫間的關(guān)系，但對圖畫傳遞的情緒信息的認(rèn)知受其具體表現(xiàn)形式(顏色、線條、內(nèi)容)的影響，且兒童對圖畫作者情緒狀態(tài)與圖畫間關(guān)系的把握顯示了性別間的差異； (3)兒童對圖畫的顏色、內(nèi)容和線條等審美要素所隱含的情緒線索的認(rèn)知在學(xué)前期發(fā)展迅速，但對各要素的認(rèn)知發(fā)展表現(xiàn)出不均衡性，對顏色和內(nèi)容的認(rèn)知發(fā)展略早于線條； (4) 5歲兒童已能初步感知圖畫的某些風(fēng)格，但在選擇風(fēng)格線索上還存在困難； (5) 6歲兒童對圖畫風(fēng)格識別的精確程度顯著高于5歲兒童； (6)兒童對圖畫作者的特質(zhì)與作品間聯(lián)系的理解在5—6歲間有較大發(fā)展，經(jīng)歷了從隨機(jī)匹配到效價匹配再到特質(zhì)匹配的發(fā)展過程。 最后，在研究發(fā)現(xiàn)的基礎(chǔ)上，本文對幼兒園美術(shù)活動的設(shè)計和開展進(jìn)行了思考，提出了相應(yīng)的建議，并討論了支持兒童對他人情緒狀態(tài)和人格特質(zhì)理解的有效途徑。
[Abstract]:With the arrival of "the age of reading pictures", the cultivation of citizens with visual art literacy from an early age has become the demand of the times for early education. It is helpful for us to understand the development of children's aesthetic psychology more comprehensively and deeply by understanding the pre-school children's cognition of the author's emotional state, personality traits and the relationship between his works and his works, and grasping the development process, trends and influencing factors of the development of children's aesthetic psychology. It provides a reference basis for the establishment of art learning and development standards for pre-school children, and also helps to compare children's understanding of the state and characteristics of others, so as to guide the educational practice of kindergartens more effectively. On the basis of previous studies, two experiments were designed to investigate children's cognition of the relationship between the author and his works. At the same time, this study also analyzed the children's strategy application in the experimental task based on the children's oral report and their behavioral responses. In the first experiment, taking 3.5-5.5-year-old children as participants, 100 children from four ordinary kindergartens in Shanghai were randomly selected to pass through the lines. The task of color and content examined the children's cognition of the relationship between the painting state and their works, and discussed the factors influencing the children's understanding of the emotional state of the author. In the second experiment, 120 children from two ordinary kindergartens in Shanghai were randomly selected with 5-6-year-old children as participants, and the children's picture style (rough-delicate) was examined by means of stylistic model conditions and idiosyncratic story conditions. Fantasy-reality) and the understanding of the author's traits, and explore the factors that influence children's style and trait cognition. The results show that: (1) 3.5-year-old children have been able to identify the emotional state of others with clues such as movement, voice and expression, and the recognition of positive emotion is higher than that of negative emotion. However, they still cannot grasp the relationship between the emotional state of the pictorial author and his works; (2) 4.5-year-old children have been able to grasp the relationship between the emotional state of the pictorial author and the picture, but their cognition of the emotional information transmitted by the picture is subject to their specific forms of expression (color, line, etc.) Content), and children's grasp of the relationship between the emotional state of the pictorial author and the picture shows the difference between the sexes; (3) Children's cognition of emotional clues implied by the aesthetic elements of picture, such as color, content and line, developed rapidly in the pre-school period, but the cognitive development of each element was unbalanced. The cognitive development of color and content is a little earlier than that of line; (4) 5-year-old children have been able to initially perceive some styles of pictures, but there are still difficulties in choosing style clues; (5) the accuracy of picture style recognition in 6-year-old children was significantly higher than that in 5-year-old children; (6) Children's understanding of the relationship between the characteristics of pictorial authors and their works developed greatly between the ages of 5 and 6, and experienced a process from random matching to potency matching and then to trait matching. Finally, on the basis of the research findings, this paper considers the design and development of kindergarten art activities, puts forward corresponding suggestions, and discusses the effective ways to support children's understanding of other people's emotional states and personality traits.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G613.6

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 徐啟麗;學(xué)前兒童對于圖畫作者意圖的認(rèn)知發(fā)展及教育啟示[D];華東師范大學(xué);2008年

2 陳多才;兒童對特質(zhì)與情境交互作用理解的發(fā)展研究[D];新疆師范大學(xué);2012年

本文編號：2471760