本文選題：審美教育 + 圖畫書　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：幼兒圖畫書具有豐富的審美教育價(jià)值,但是觀察發(fā)現(xiàn),目前幼兒園圖畫書閱讀活動(dòng)中沒有充分挖掘圖畫書的審美教育價(jià)值,為了驗(yàn)證這一發(fā)現(xiàn),分析問題原因和找出解決對(duì)策,本研究采用觀察法、問卷法和訪談法對(duì)山東省內(nèi)的幾所幼兒園的圖畫書閱讀活動(dòng)和幼兒教師進(jìn)行了調(diào)查研究,并從以下幾個(gè)方面進(jìn)行了論述。緒論部分主要闡述了問題提出的原因、研究的目的及意義、研究方法及研究的創(chuàng)新點(diǎn),對(duì)前人相關(guān)的研究進(jìn)行了綜述。正文共分三章:第一章,對(duì)相關(guān)理論進(jìn)行了簡要介紹,為本文的研究提供理論支撐,包括界定“圖畫書”、“幼兒園圖畫書閱讀”、“審美”、“審美教育”、“幼兒審美教育”的概念,說明在圖畫書閱讀中突出審美教育對(duì)幼兒發(fā)展的價(jià)值,歸納總結(jié)出圖畫書共有的審美因素及審美特征,幼兒審美心理的一般特征和幼兒在圖畫書閱讀中普遍存在的審美偏愛,論證了在圖畫書閱讀中進(jìn)行審美教育的可行性和必要性。第二章,說明實(shí)施本研究的基本情況與樣本的基本信息,利用圖表對(duì)問卷數(shù)據(jù)進(jìn)行統(tǒng)計(jì),結(jié)合訪談和觀察的發(fā)現(xiàn),概括了審美教育在幼兒園圖畫書閱讀中的現(xiàn)狀,發(fā)現(xiàn)其存在的主要問題為:教師以成人為本位,忽視幼兒審美興趣的激發(fā);過于重視圖畫書的德育智育價(jià)值,忽視圖畫書的美育價(jià)值;相對(duì)于畫面,忽視圖畫書語言審美價(jià)值的挖掘。糾其原因,主要為幼兒教師的審美教育觀念不科學(xué),幼兒教師的審美素養(yǎng)參差不齊以及教師缺乏科學(xué)有效地實(shí)施審美教育的策略。第三章,針對(duì)出現(xiàn)的問題,結(jié)合幼兒教師的實(shí)際情況,提出了以下幾條具體解決策略:教師要樹立正確的圖畫書審美教育觀念,包括重視圖畫書閱讀中審美教育價(jià)值的實(shí)現(xiàn)和了解與尊重幼兒閱讀圖畫書的審美心理;提升幼兒教師在圖畫書閱讀中的審美教育能力,包括提高幼兒教師全方位的審美素養(yǎng)和提高幼兒教師對(duì)圖畫書的審美解讀能力;制定科學(xué)有效的圖畫書審美教育方案,包括選用符合幼兒審美心理的圖畫書,創(chuàng)設(shè)美觀舒適的圖畫書閱讀環(huán)境,采用多樣的圖畫書審美教育方法和運(yùn)用適宜且美的語言講述圖畫故事。
[Abstract]:Infant picture books have rich aesthetic educational value, but it is found that the aesthetic educational value of picture books is not fully excavated in the reading activities of kindergarten picture books at present. In order to verify this discovery, we should analyze the causes of the problems and find out the countermeasures to solve the problems. This study investigated the reading activities of picture books and preschool teachers in several kindergartens in Shandong Province by means of observation, questionnaire and interview, and discussed from the following aspects. In the introduction part, the causes of the problem, the purpose and significance of the research, the research methods and the innovation of the research are discussed, and the related researches of the predecessors are summarized. The text is divided into three chapters: the first chapter briefly introduces the relevant theories, which provides theoretical support for the study of this paper, including defining "picture book", "kindergarten picture book reading", "aesthetic education", The concept of "infant aesthetic education" illustrates the value of esthetic education to the development of children in the reading of picture books, and summarizes the common aesthetic factors and aesthetic characteristics of picture books. The general characteristics of children's aesthetic psychology and the common aesthetic preference of children in picture book reading demonstrate the feasibility and necessity of aesthetic education in picture book reading. The second chapter describes the basic situation of the implementation of this study and the basic information of the sample, using charts to statistics the questionnaire data, combined with interviews and observations, summarized the aesthetic education in the kindergarten picture book reading status quo. It is found that the main problems are: teachers take the adult as the standard, ignore the arousal of the aesthetic interest of young children; pay too much attention to the intellectual value of moral education of picture books, ignore the aesthetic value of picture books; relative to the picture, Ignore the exploration of aesthetic value of picture book language. The main reasons are that the concept of aesthetic education of preschool teachers is not scientific, the aesthetic literacy of preschool teachers is uneven, and teachers lack the strategy of carrying out aesthetic education scientifically and effectively. In the third chapter, according to the existing problems, combined with the actual situation of preschool teachers, the following specific solutions are put forward: teachers should establish a correct aesthetic education concept of picture books, It includes paying attention to the realization of aesthetic education value in picture book reading and understanding and respecting the aesthetic psychology of children reading picture book, promoting the ability of aesthetic education of infant teacher in picture book reading, It includes improving the all-round aesthetic quality of preschool teachers and improving their ability of aesthetic interpretation of picture books, and formulating scientific and effective aesthetic education programs for picture books, including the selection of picture books that conform to the aesthetic psychology of young children. Creating beautiful and comfortable reading environment of picture books, adopting various methods of aesthetic education of picture books and telling picture stories in appropriate and beautiful language.
【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】：2017
【分類號(hào)】：G613.2

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