異質同構與幼兒藝術啟蒙教育
發(fā)布時間：2018-08-27 14:32
【摘要】：格式塔心理學派認為事物的外部形式與個體的視知覺及情感之間存在結構上的一致性,這會使個體產生異質同構的心理反應,從而直接感受到事物形式的美。幼兒藝術啟蒙教育正是要借助多種教育途徑促使幼兒個體產生這種異質同構的審美心理反應,為此教師要在尊重和遵循幼兒身心發(fā)展特點與規(guī)律的基礎上,精心營造充滿童趣與童真的藝術環(huán)境,以實現兒童多通道審美感知的同構;組織和實施游戲化教學,實現多領域教學的融合,以讓兒童在體驗多種藝術形式的過程中實現審美同構;通過年級組活動審議的方式保證綜合藝術特色活動的有效開展,以讓兒童在與同伴、教師及家長的互動過程中感受多種審美經驗,發(fā)展審美素質與能力。
[Abstract]:The Gestalt School of Psychology holds that there is a structural consistency between the external form of things and the visual perception and emotion of the individual, which will make the individual produce the psychological reaction of heterogeneity and isomorphism, and thus directly feel the beauty of the form of things. It is precisely through various educational approaches that the infant art enlightenment education should promote the individual to produce this kind of heterogeneous and isomorphic aesthetic psychological response. Therefore, the teacher should respect and follow the characteristics and laws of the child's physical and mental development on the basis of respecting and obeying the characteristics and laws of the child's physical and mental development. To create the artistic environment full of childlike interest and innocence, to realize the isomorphism of children's multi-channel aesthetic perception, to organize and implement the game teaching, to realize the fusion of multi-domain teaching, In order to enable children to realize aesthetic isomorphism in the process of experiencing various art forms, and to ensure the effective development of comprehensive artistic characteristics activities through the consideration of grade group activities, so that children can work with their peers, Teachers and parents experience a variety of aesthetic experience in the process of interaction, and develop aesthetic quality and ability.
【作者單位】： 江蘇省江陰市第二實驗幼兒園;
【基金】：江蘇省教育科學“十一五”規(guī)劃課題“0—6歲嬰幼兒藝術啟蒙實踐研究”(編號:d/2006/02/158)的階段性研究成果
【分類號】：G613.5
[Abstract]:The Gestalt School of Psychology holds that there is a structural consistency between the external form of things and the visual perception and emotion of the individual, which will make the individual produce the psychological reaction of heterogeneity and isomorphism, and thus directly feel the beauty of the form of things. It is precisely through various educational approaches that the infant art enlightenment education should promote the individual to produce this kind of heterogeneous and isomorphic aesthetic psychological response. Therefore, the teacher should respect and follow the characteristics and laws of the child's physical and mental development on the basis of respecting and obeying the characteristics and laws of the child's physical and mental development. To create the artistic environment full of childlike interest and innocence, to realize the isomorphism of children's multi-channel aesthetic perception, to organize and implement the game teaching, to realize the fusion of multi-domain teaching, In order to enable children to realize aesthetic isomorphism in the process of experiencing various art forms, and to ensure the effective development of comprehensive artistic characteristics activities through the consideration of grade group activities, so that children can work with their peers, Teachers and parents experience a variety of aesthetic experience in the process of interaction, and develop aesthetic quality and ability.
【作者單位】： 江蘇省江陰市第二實驗幼兒園;
【基金】：江蘇省教育科學“十一五”規(guī)劃課題“0—6歲嬰幼兒藝術啟蒙實踐研究”(編號:d/2006/02/158)的階段性研究成果
【分類號】：G613.5
【參考文獻】
相關期刊論文 前1條
1 劉迎杰;張小將;;兒童藝術活動中的生成性資源價值探析[J];學前教育研究;2006年04期
【共引文獻】
相關期刊論文 前10條
1 汪巍,過偉敏;信息時代的環(huán)境及其審美[J];安徽師范大學學報(自然科學版);2003年03期
2 周悅s，
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