本文關(guān)鍵詞：兒童美術(shù)欣賞教育中的師幼對話研究　出處：《南京師范大學》2016年碩士論文　論文類型：學位論文

  更多相關(guān)文章： 兒童美術(shù)欣賞教育 師幼對話 本真屬性 審美屬性 一個經(jīng)驗

【摘要】：從兒童美術(shù)欣賞教育的危機出發(fā),本研究發(fā)現(xiàn)兒童美術(shù)欣賞教育過程中存在人文精神迷失、兒童生命意蘊消解以及兒童生活疏離等現(xiàn)象,其所帶來的最終結(jié)果是教育本真意義的迷失。而陷入危機之中的兒童美術(shù)欣賞教育要想擺脫這種困境必須先尋找其作為教育的本真意義所在,對話正是實現(xiàn)教育本真意義的一條澄明之徑。雖然學前兒童具備藝術(shù)欣賞的潛能,但是由于其年齡特點,欣賞的過程需要教師加以引導,因而,兒童美術(shù)欣賞教育中的師幼對話成為本研究的重中之重。因此,本研究采用文獻法和觀察法,著眼于教學中的實際問題,以真實的教學情境為依托,試圖通過對對話理論和杜威的“一個經(jīng)驗”概念的分析,探索兒童美術(shù)欣賞教育中的師幼對話,力求搭建起理念與實踐溝通的橋梁。進而,展開對話理論的闡釋。首先從語言學的范疇開始考察對話,然后梳理西方不同學者的對話理論,進而提出本研究中對話有兩種：一種是作為理念存在的對話,一種是作為交際方式的對話。但是,僅僅界定了對話是不夠的,兒童美術(shù)欣賞活動作為一種藝術(shù)教育活動,其中的師幼對話也應突出其作為藝術(shù)欣賞教育的獨特性——審美性。因此,本研究將兒童美術(shù)欣賞教育中的師幼對話界定為：對話理念指導下的具有審美性的教師和幼兒共同建構(gòu)意義與學習的過程。鑒于此,本研究認為,兒童美術(shù)欣賞教育中的師幼對話應有兩種屬性：教育的本真屬性和其作為藝術(shù)教育的審美屬性。但是,現(xiàn)實中兒童美術(shù)欣賞教育的師幼對話并沒有達到這種本真屬性與基本屬性兼?zhèn)涞臓顟B(tài)。因此,第四章首先結(jié)合對話的理論(包含作為理念存在的對話和作為交際方式存在的對話)對現(xiàn)實的兒童美術(shù)欣賞教育中師幼對話的本真進行批判與重建；然后依據(jù)杜威的“一個經(jīng)驗”概念,對兒童美術(shù)欣賞教育中師幼對話的審美性進行批判與重建。“一個經(jīng)驗”概念是杜威美學思想的核心,其包括完整性、連續(xù)性、沖動性以及整一性四個特征,這四個特征有機聯(lián)系在一起。當兒童美術(shù)欣賞教育中的師幼對話具備這四個特征時,就具備了審美性,具備了其作為藝術(shù)欣賞中對話的基本屬性。
[Abstract]:Starting from the crisis of children's art appreciation education, this study found that children's art appreciation education process has the phenomenon of humanism lost, children's life meaning dispelled and children's life alienated. The final result is the loss of the true meaning of education, and if the children's art appreciation education in crisis want to get rid of this dilemma, we must first find its true meaning as education. Dialogue is a clear way to realize the true meaning of education. Although preschool children have the potential of art appreciation, because of their age characteristics, the process of appreciation needs the guidance of teachers. The teacher-child dialogue in children's art appreciation education has become the most important part of this study. Therefore, this study adopts the method of literature and observation, focusing on the actual problems in teaching and relying on the real teaching situation. Through the analysis of dialogue theory and Dewey's "one experience" concept, this paper explores the teacher-child dialogue in children's art appreciation education, and tries to build a bridge between ideas and practice. First of all, it examines the dialogue from the linguistic category, then combs the dialogue theory of different western scholars, and then puts forward that there are two kinds of dialogue in this study: one is the dialogue that exists as the idea. One is a dialogue as a means of communication. However, it is not enough to define dialogue, and children's art appreciation is an art education activity. Among them, teacher-child dialogue should also highlight its uniqueness as art appreciation education-aesthetic. This study defines the teacher-child dialogue in the children's art appreciation education as the process of constructing meaning and learning together under the guidance of the dialogue idea. The dialogue between teachers and children in children's art appreciation education should have two attributes: the true nature of education and its aesthetic attribute as art education. In reality, the teacher-child dialogue of children's art appreciation education has not reached the state of both the original and the basic attributes. The 4th chapter first criticizes and reconstructs the truth of teacher's dialogue in children's art appreciation education by combining the theory of dialogue (including dialogue as an idea and a dialogue as a means of communication). Then, according to Dewey's concept of "one experience", it criticizes and reconstructs the aesthetic nature of the dialogue between teacher and child in children's art appreciation education. The concept of "one experience" is the core of Dewey's aesthetic thought, which includes integrality. The four characteristics of continuity, impulsiveness and wholeness are organically linked together. When the teacher-child dialogue in children's art appreciation education has these four characteristics, it has aesthetic character. It has the basic attribute of dialogue in art appreciation.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G613.6
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本文編號：1383151