儿童美术欣赏教育中的师幼对话研究

发布时间：2018-01-05 12:31

  本文关键词：儿童美术欣赏教育中的师幼对话研究　出处：《南京师范大学》2016年硕士论文　论文类型：学位论文

  更多相关文章： 儿童美术欣赏教育 师幼对话 本真属性 审美属性 一个经验

【摘要】：从儿童美术欣赏教育的危机出发,本研究发现儿童美术欣赏教育过程中存在人文精神迷失、儿童生命意蕴消解以及儿童生活疏离等现象,其所带来的最终结果是教育本真意义的迷失。而陷入危机之中的儿童美术欣赏教育要想摆脱这种困境必须先寻找其作为教育的本真意义所在,对话正是实现教育本真意义的一条澄明之径。虽然学前儿童具备艺术欣赏的潜能,但是由于其年龄特点,欣赏的过程需要教师加以引导,因而,儿童美术欣赏教育中的师幼对话成为本研究的重中之重。因此,本研究采用文献法和观察法,着眼于教学中的实际问题,以真实的教学情境为依托,试图通过对对话理论和杜威的“一个经验”概念的分析,探索儿童美术欣赏教育中的师幼对话,力求搭建起理念与实践沟通的桥梁。进而,展开对话理论的阐释。首先从语言学的范畴开始考察对话,然后梳理西方不同学者的对话理论,进而提出本研究中对话有两种：一种是作为理念存在的对话,一种是作为交际方式的对话。但是,仅仅界定了对话是不够的,儿童美术欣赏活动作为一种艺术教育活动,其中的师幼对话也应突出其作为艺术欣赏教育的独特性——审美性。因此,本研究将儿童美术欣赏教育中的师幼对话界定为：对话理念指导下的具有审美性的教师和幼儿共同建构意义与学习的过程。鉴于此,本研究认为,儿童美术欣赏教育中的师幼对话应有两种属性：教育的本真属性和其作为艺术教育的审美属性。但是,现实中儿童美术欣赏教育的师幼对话并没有达到这种本真属性与基本属性兼备的状态。因此,第四章首先结合对话的理论(包含作为理念存在的对话和作为交际方式存在的对话)对现实的儿童美术欣赏教育中师幼对话的本真进行批判与重建；然后依据杜威的“一个经验”概念,对儿童美术欣赏教育中师幼对话的审美性进行批判与重建。“一个经验”概念是杜威美学思想的核心,其包括完整性、连续性、冲动性以及整一性四个特征,这四个特征有机联系在一起。当儿童美术欣赏教育中的师幼对话具备这四个特征时,就具备了审美性,具备了其作为艺术欣赏中对话的基本属性。
[Abstract]:Starting from the crisis of children's art appreciation education, this study found that children's art appreciation education process has the phenomenon of humanism lost, children's life meaning dispelled and children's life alienated. The final result is the loss of the true meaning of education, and if the children's art appreciation education in crisis want to get rid of this dilemma, we must first find its true meaning as education. Dialogue is a clear way to realize the true meaning of education. Although preschool children have the potential of art appreciation, because of their age characteristics, the process of appreciation needs the guidance of teachers. The teacher-child dialogue in children's art appreciation education has become the most important part of this study. Therefore, this study adopts the method of literature and observation, focusing on the actual problems in teaching and relying on the real teaching situation. Through the analysis of dialogue theory and Dewey's "one experience" concept, this paper explores the teacher-child dialogue in children's art appreciation education, and tries to build a bridge between ideas and practice. First of all, it examines the dialogue from the linguistic category, then combs the dialogue theory of different western scholars, and then puts forward that there are two kinds of dialogue in this study: one is the dialogue that exists as the idea. One is a dialogue as a means of communication. However, it is not enough to define dialogue, and children's art appreciation is an art education activity. Among them, teacher-child dialogue should also highlight its uniqueness as art appreciation education-aesthetic. This study defines the teacher-child dialogue in the children's art appreciation education as the process of constructing meaning and learning together under the guidance of the dialogue idea. The dialogue between teachers and children in children's art appreciation education should have two attributes: the true nature of education and its aesthetic attribute as art education. In reality, the teacher-child dialogue of children's art appreciation education has not reached the state of both the original and the basic attributes. The 4th chapter first criticizes and reconstructs the truth of teacher's dialogue in children's art appreciation education by combining the theory of dialogue (including dialogue as an idea and a dialogue as a means of communication). Then, according to Dewey's concept of "one experience", it criticizes and reconstructs the aesthetic nature of the dialogue between teacher and child in children's art appreciation education. The concept of "one experience" is the core of Dewey's aesthetic thought, which includes integrality. The four characteristics of continuity, impulsiveness and wholeness are organically linked together. When the teacher-child dialogue in children's art appreciation education has these four characteristics, it has aesthetic character. It has the basic attribute of dialogue in art appreciation.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G613.6
，

本文编号：1383151