幼儿园综合课程中大班幼儿审美能力培养现状个案研究

发布时间：2018-06-07 15:18

本文选题：幼儿园综合课程 + 大班幼儿　；参考：《南京师范大学》2006年硕士论文

【摘要】：本研究主要采用个案法。通过对比幼儿园综合课程中审美能力培养的理想状态和文本的差距、文本和实施的差距，展现幼儿园综合课程中大班幼儿审美能力培养的现状。研究者发现：课程中审美教育活动的设计基本上依据了课程的理念和审美教育理论。在课程实施中对幼儿审美能力的培养已经有了较多的关注和研究，而且对幼儿审美能力的培养能通过多种渠道多种形式开展。总体上说，审美教育活动的开展对主题活动的进行起到了一定的促进作用。但是由于客观条件的限制和主观认识上的不足，在幼儿审美能力的培养上，还存在着悖离审美教育理念的做法。主要表现在以下方面：在教育目标上，把幼儿知识的积累、认知能力的培养和技能、技巧的掌握作为审美教育的目标，而忽略了对幼儿感觉、知觉和想象等感性能力的培养。在教学内容的选择上，违背幼儿心理发展的逻辑。在课程实施中，强调教师的示范和儿童的模仿，强调机械地、枯燥地重复训练，，忽视儿童的体验；在对幼儿作品的评价上，有重创作结果轻创作过程的倾向；在学习方法上，用学习科学知识的方法培养幼儿的审美能力，强调内容的记忆，追求答案的唯一性；在师幼关系上，强调以文本为中心，强调创作者的原义和教师解释的权威。把幼儿看作知识的接受者和命令的服从者。最后针对现状中存在的问题，研究者提出了以下几点教育建议：教师要提升现有教育观念，提高专业水平和教育技能；实施综合艺术教育活动；审美教育活动和其他教育活动相互渗透。
[Abstract]:This study mainly adopts the case method. By comparing the ideal state and text gap of aesthetic ability cultivation and the gap between text and implementation in kindergarten comprehensive curriculum, the present situation of cultivating aesthetic ability of large class children in kindergarten comprehensive curriculum is revealed. The researchers find that the design of aesthetic education activities in the curriculum is basically based on the curriculum concept and aesthetic education theory. In the course of curriculum implementation, there has been more attention and research on the cultivation of children's aesthetic ability, and the cultivation of children's aesthetic ability can be carried out through a variety of channels and forms. In general, aesthetic education activities play a role in promoting thematic activities. However, due to the limitation of objective conditions and the deficiency of subjective cognition, there are still some ways of deviating from the aesthetic education idea in the cultivation of children's aesthetic ability. The main manifestations are as follows: in the educational goal, the accumulation of knowledge, the cultivation of cognitive ability and skills, and the mastery of skills are regarded as the goals of aesthetic education, while the training of perceptual ability, such as feeling, perception and imagination, is neglected. The choice of teaching content violates the logic of children's psychological development. In curriculum implementation, emphasis is placed on teachers' demonstration and children's imitation, mechanical and boring repeated training and neglect of children's experience; on the evaluation of young children's works, there is a tendency to emphasize creative results over creative processes; and on learning methods, Using the method of learning scientific knowledge to cultivate the aesthetic ability of young children, to emphasize the memory of content and to pursue the uniqueness of the answer, to emphasize the text as the center, the originator's original meaning and the authority of the teacher's explanation in the teacher-child relationship. The child is regarded as the receiver of knowledge and the follower of command. Finally, in view of the problems existing in the present situation, the researcher puts forward the following educational suggestions: teachers should improve their existing educational concepts, improve their professional level and educational skills, and carry out comprehensive art education activities; Aesthetic education activities and other educational activities permeate each other.
【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】：G612

【引证文献】