以建构主义视角探索小学高年级阶段的美术教学

发布时间：2018-02-16 17:34

本文关键词： 建构主义美术教学形象思维　出处：《新疆师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：儿童作画和他的认知结构发展有关,儿童把绘画作为其视知觉行为和形象思维最重要的实践手段。研究表明儿童一直在用图来代表现实中的各种事物,用图来表达自己的意图或者是解决现实中的问题,并在解决现实中遇到问题的过程中不断引发的认知结构的重组。儿童这种用图来表示某种含义的用法非常有意义,且在成人后并没有被抛弃,反而应用在了更广的范围,比如地图、指示图、心电图、交通图等现实生活中最常见的运用形式。这时,图发挥着“以图示意”的功能,这完全不同于西方象形表现的图像艺术,而是用图来转换一定意义的运用形式,论文将这种图的运用方式称为“图示”。然而很多教育者认为儿童“图示”的绘画方法幼稚,低级,并试图以西方象形绘画为标准对儿童美术另起炉灶的做法似乎造成了儿童绘画发展的断裂,因此在美术教育上出现了“青少年危机”现象。儿童在用图去表达他周围的事物时,这个过程正是儿童运用形象思维能力的创造过程。这本身就是一种个体意义上的创造,也为将来真正社会意义上的创造奠定了知识和思维基础。因此并不是说美术可以提高孩子的想象力与创造力,而是形象思维能力会给孩子带来想象力与创造力。想象力与创造力在各个领域都会有体验,并不只有美术训练才能达到,而美术会极大地培养孩子的形象思维能力,这才该是教育者应予以重视的。在通过美术教育来发展孩子的形象思维的过程中,最有效的手段便是实践环节,在此过程中训练孩子用图来思考,来解决问题的能力。而建构主义恰恰正是这样一种非常重视实践体验的方式,它要求通过实践的过程来解决认知问题,加强体验能力,增长认知范围,获得知识的过程不是通过别人的讲授,而是通过那些能够使自己生成图示的建构性学习过程中获得的。这样获得的概念具有深刻性且有举一反三的效果,因此笔者尝试用建构主义来探索这一阶段的美术教学。
[Abstract]:Children's painting is related to the development of their cognitive structure, and children regard painting as the most important practical means of their visual and perceptual behaviors and image-thinking. The study shows that children have always used pictures to represent all kinds of things in reality. The use of graphs to express one's intentions or to solve problems in reality, and to reorganize cognitive structures constantly in the process of solving problems in reality. And instead of being abandoned in adulthood, they are used in a wider range of things, such as maps, indicators, electrocardiograms, traffic charts, and so on. This is completely different from the pictographic art of western pictographs, but it uses pictures to transform the forms of application of certain meanings. This paper calls the use of this kind of picture "pictorial". However, many educators think that the method of drawing children's "pictographs" is childish. Low-level, and attempts to use Western pictographic painting as a standard for children's art to reinvent the practice seems to have caused the development of children's painting fracture, Therefore, the phenomenon of "youth crisis" appears in art education. When children use pictures to express the things around them, this process is a creative process in which children use their ability to think in images. This is in itself an individual creation. It also lays the foundation of knowledge and thinking for the real social creation in the future. So it is not to say that art can improve the imagination and creativity of children. But the ability to think in images will bring imagination and creativity to children. Imagination and creativity will be experienced in all fields, not only through art training, but also by art, which will greatly develop children's ability to think in images. This is what educators should pay attention to. In the process of developing children's image thinking through art education, the most effective means is the practice, in which children are trained to think with pictures. The ability to solve problems. Constructivism is just such a way of paying great attention to practical experience. It requires solving cognitive problems through the process of practice, strengthening the ability to experience, and increasing the scope of cognition. The process of acquiring knowledge is not taught by others, but through constructive learning processes that enable them to generate diagrams. The concepts thus acquired are profound and have a negative effect. Therefore, I try to use constructivism to explore this stage of art teaching.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.75

【参考文献】