5～6岁儿童美术欣赏活动中的审美移情研究

发布时间：2018-03-04 17:39

本文选题：5～6岁儿童　切入点：审美移情　出处：《南京师范大学》2006年硕士论文　论文类型：学位论文

【摘要】：本研究的内容包括5—6岁儿童审美移情现象的描述、类型、特点和机制。在方法论上采用现象学、解释学和符号学的基本观点，在具体做法时采用质的研究方法中的目的性抽样法、访谈法和观察法收集资料。根据儿童对视觉艺术作品的读解，研究者将儿童的审美移情现象描述为：儿童在面对艺术文本的时候，将自己的情感、思想、意志和人格投射到画面形象上，于是在头脑中形成生动活泼的审美意象，，并在与其交往的过程中获得审美愉悦。儿童的审美移情可以分为偏重于由物及我过程的移情和偏重于由我及物过程的移情两类。物我同一和直觉性是儿童审美移情的特点。儿童的审美移情的发生机制主要是同构、联想、内摹仿和心境的作用。针对5～6岁儿童审美移情的机制和特点，研究者通过反思对促进儿童审美移情发展的提出了一些教育建议：提供给儿童欣赏的艺术作品应该具有强烈的情感表现性、“未确定性和空白”、符合儿童的生活经验和愿望的特点；要为儿童提供大量的欣赏机会；要为儿童创设宽松的课堂心理环境；教师要做好儿童与艺术文本对话的中介。
[Abstract]:The contents of this study include 5 - 6 years old children aesthetic empathy phenomenon description, type, characteristics and mechanism. The methodology is based on phenomenology, hermeneutics and the basic ideas of semiotics, using purposive sampling method in qualitative research methods in practice, interview and observation method to collect information.
According to the children's visual art works reading, researchers will describe the aesthetic empathy of children: children in the face of art text, your feelings, thoughts, will and personality is projected onto the screen image, thus forming the lively and vivid aesthetic image in the mind, and obtain aesthetic pleasure in their communication in the children's aesthetic empathy can be divided into the emphasis on the matter and I emphasis on the process of empathy and empathy I transitivity class two. My identity and intuition is characteristic of aesthetic empathy. The occurrence mechanism of children's aesthetic empathy is mainly isomorphism, Lenovo, in imitation of mood and role.
The mechanism and the characteristics of the 5~6 year old children aesthetic empathy, research on the development of children's aesthetic empathy through reflection and puts forward some suggestions: give the child the appreciation of works of art should be a strong emotional expression, "indeterminacy and blank", in line with the characteristics of children's life experience and the desire to provide a large number of; enjoy the opportunity for children; to create a relaxed classroom psychological environment for children; intermediary teachers should make dialogue with children art text.

【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：G613.6

【引证文献】