综合式美术活动与幼儿的健康成长

发布时间：2018-09-13 08:14

【摘要】：在长期的教学实践中，发现当前幼儿美术教育领域中仍然存在一些既不符合幼儿美育发展规律又不适应时代发展潮流的现象——“重技轻能”和“分科教学”等等。本文旨在通过对当前幼儿美育中存在的缺陷和不足的发现和分析，以探索和尝试更为科学的适合儿童美育发展和符合时代潮流的幼儿美育策略。本文首先从幼儿园美术活动开展状况入手，运用调查问卷和课堂观摩等方法，调查幼儿美术教育在美术活动内容、教师教育理念和指导方法等方面存在的“不良现象”，并深入分析了当前这些现象产生的主要根源。在分析和总结了近现代幼儿美育理论和新世纪全球幼儿美术教育发展趋势基础上，并结合自己教学实践经验和对幼儿美术教育的思考，提出了“综合式幼儿美术活动”的教育理念和教学模式。综合式教育是时代发展潮流，综合式教育在幼儿教育阶段尤为重要。综合式幼儿美术活动的教育理念是以发展幼儿综合感知和表现能力为核心。通过两个结合：一，幼儿美术活动与幼儿的其它活动相结合，以“主题美术活动”为连接点，将美术活动融合或辐射到幼儿音乐、舞蹈、语言、自然科学等不同领域。通过美术活动与其他幼儿活动的相互渗透和作用，启发幼儿对不同领域的活动内容和形式的横向思考和探索，从而萌发幼儿的发散性思维品质和幼儿综合能力的发展。二，幼儿美术活动在内容、形式和工具材料上相结合，将单一的活动内容、表现形式、工具材料交互运用，即同一美术活动内容进行多种形式表现和多种材料的综合尝试，启发和诱导幼儿探索表现形式的多样性，并以此为契机促进幼儿思维品质和创新能力的全面发展。本文的论述分以下层次：首先，时代的发展和进步对幼儿美术教育提出新的标准和要求，综合式美术活动既充分考虑并尊重儿童作为学习主体的能动性，又充分发挥美术学科的独特的审美干预的基础上，以发展的儿童美术教育观，从儿童和审美两个角度审视、设计和组织幼儿美术活动。综合式美术活动在创新传统幼儿美术活动形式(绘画、手工和欣赏)的基础上，把幼儿美术活动分为认知与再现、审美与表现、探索与创造三大类型，从教育观念、活动内容和表现形式等方面为幼儿提供更加自由的、开放的、综合的美术活动环境。综合式美术活动三大类型的划分，并不是简单的与当前幼儿美术活动形式作概念上的区分，而是幼儿美术教育观念的重要转变。一方面，它拓展了幼儿美术活动的领域，把幼儿多官能感知纳入并构成幼儿美术活动硕里~学夕触戈次的一部分，从而使幼儿美术活动成为促进幼儿认知能力发展的动因;另一方面，综合式美术活动将相互独立的绘画、手工和欣赏融合到以幼儿为主体的 “主题美术活动”中，从而为幼儿提供更自由、更开阔、更丰富的创造空间。认知与再现将幼儿以观察为主的认知引入幼儿美术活动，引导幼儿发现和感知现实生活，把外在事物内化为“心理表象”之后，再启发幼儿以不同形式表现出来，从而转变“示范+I临摹”为主的幼儿美术教学模式，强化幼儿以观察力为主的感知觉能力的发展。审美与表现则通过提供给幼儿大量的生活和艺术作品资料，引导幼儿对生活中和艺术作品中美的形态、样式、色彩、组织结构等“美”的发现、探索和情感体验，并能够把自己的情感和体验以美的形式表现出来，发展幼儿的审美能力和表现美的能力。探索与创造通过提供尽可能多的工具和材料，丰富的造型手法和独特的表现形式，鼓励幼儿依据自己的兴趣和个性特点，选择美术活动主题，工具材料以及表现方法等，提高幼儿的动手操作能力，培养幼儿的创造性思维和探索精神。综合式儿童美术教育作为一种开放的教育思想和模式，没有一成不变的具体的教学内容，在深刻领会综合式儿童美术教育思想、指导和评价方法之后，幼儿教师适时适地的设计美术活动内容并开展美术活动才是关键。为了更好的阐明综合式美术活动的教育理念，，分别为大、中、小班设计了几个幼儿美术教学案例，仅作抛砖引玉之用。针对新文化环境中幼儿美术发展，阐明了自己的观点。关键词: 分类号: 综合感知表现能力 G613.6
[Abstract]:In the long-term teaching practice, it is found that there are still some phenomena in the field of preschool art education, which neither conform to the law of preschool art education development nor adapt to the trend of the times, such as "attaching importance to technology but neglecting ability" and "dividing subject teaching".
The purpose of this paper is to find and analyze the defects and shortcomings in the current infant aesthetic education in order to explore and try a more scientific strategy suitable for the development of children's aesthetic education and the trend of the times.
This paper begins with the development of art activities in kindergartens, investigates the "bad phenomena" in the content of art activities, teachers'educational concepts and guiding methods, and analyzes the main causes of these phenomena.
On the basis of analyzing and summing up the modern and contemporary theory of preschool aesthetic education and the development trend of global preschool art education in the new century, and combining with my own teaching experience and thinking of preschool art education, this paper puts forward the educational idea and teaching mode of "comprehensive preschool art activities".
Comprehensive education is the trend of the times. Comprehensive education is particularly important in the early childhood education stage.
The educational concept of integrated art activities for children is to develop children's comprehensive perception and performance ability as the core. Through two combinations: first, the children's art activities are combined with other activities of children, taking "theme art activities" as the connecting point, integrating or radiating the art activities to children's music, dance, language, natural science and other different collars. Domain. Through the mutual penetration and interaction between art activities and other activities of young children, children are inspired to think and explore the contents and forms of activities in different fields horizontally, so as to germinate the children's divergent thinking quality and the development of children's comprehensive ability. Second, children's art activities are combined in content, form and tool materials, so as to make a single life. The interactive use of moving content, expressive form and tool material means that the same art activity content is comprehensively attempted in various forms and materials to inspire and induce children to explore the diversity of expressive forms, and to take this opportunity to promote the comprehensive development of children's thinking quality and innovative ability.
This paper is divided into the following levels: first of all, the development and progress of the times have put forward new standards and requirements for preschool art education. Comprehensive art activities not only fully consider and respect the initiative of children as the main body of learning, but also give full play to the unique aesthetic intervention of art subjects, on the basis of which the development of children's art education concept, from the children. On the basis of innovating the traditional forms of children's art activities (painting, handicraft and appreciation), comprehensive art activities can be divided into three types: cognition and reproduction, aesthetic appreciation and expression, exploration and creation, from the perspectives of educational concepts, activities and forms of expression. On the one hand, it provides a more free, open and comprehensive environment for children's art activities. The division of the three types of comprehensive art activities is not simply a conceptual distinction with the current form of children's art activities, but an important change in the concept of children's art education. On the other hand, it expands the field of children's art activities, and makes children multi-functional. Perception and inclusion in children's art activities
Shuo Li
As a result, children's fine arts activities become the driving force for the development of children's cognitive ability.
On the other hand, comprehensive art activities integrate independent painting, handwork and appreciation into children oriented.
"Theme art activities" in order to provide more free, more open and more creative space for children.
Cognition and reproduction introduce children's observation oriented cognition into children's art activities, and guide children to discover.
And perceive the real life and internalize external things into "mental representation", and then inspire children to be different.
In order to change the form of children's art teaching mode of "demonstration +I copying", we should strengthen children's teaching mode.
The development of perceptive ability based on observation.
Aesthetics and performance guide children's pairs by providing children with large amounts of information about life and works of art.
The discovery of beauty in the form, style, color and organization structure of Chinese and American works of art and art.
It is also a way to develop children's feelings and experiences in the form of beauty.
The aesthetic ability and the ability to express beauty.
Explore and create by providing as many tools and materials as possible, rich modeling techniques and unique
The form of expression encourages children to choose the theme and tools of art activities according to their interests and personality characteristics.
Materials and methods of expression to improve children's ability to operate and train children's creative thinking.
The spirit of exploration.
As an open educational thought and mode, comprehensive children's art education is not static.
The specific teaching content is to deeply understand the comprehensive children's art education thought, guide and evaluate the method.
After that, it is the key for preschool teachers to design art activities and carry out art activities in a timely and appropriate manner.
Better clarify the educational concept of comprehensive art activities, and design several children for large, medium and small classes respectively.
Children's fine arts teaching case is only used for attracting bricks and jade.
In view of the development of children's art in the new cultural environment, this paper expounds its own views.
Key word:
Classification number:
Comprehensive perceptive expressive ability
G613.6
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：G613.6

【引证文献】