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幼儿园美术教育一直都是单一存在于主题中,同一主题中的美术教育无论从经验上、情感体验上、还是从创作上都没有内在的联系。本文作者在一次倾听幼儿谈话中偶然寻得了契机,预设或生成了四个以向日葵为主线的美术活动,并将其前后“串联”起来,本文就以《向日葵》美术主题为例,通过四个不同的向日葵美术教育内容,由浅入深、环环相扣的向读者们阐述了本人对于幼儿园主题式美术教育的实践策略,旨在希望读者能从本文的描述能找到一些可借鉴的策略,避免幼儿园美术教育的单一化、模仿化。从根本上提升幼儿对美的感受、欣赏、和创作。
Kindergarten art education has always existed in the theme of a single, art education in the same theme in terms of experience, emotional experience, or from creation are not inherently linked. The author occasionally found an opportunity to listen to a young child’s conversation, prescribing or generating four art activities based on sunflowers and “tandeming” them before and after. In this paper, taking the theme of sunflowers as an example, Through four different sunflower art education content, from shallow to deep, linked to the readers elaborated my practice of kindergarten themed art education strategy, I hope readers can find some from the description of this article can learn from Strategy, to avoid kindergarten art education, simplification, imitation. To fundamentally enhance children’s feelings of beauty, appreciation, and creation.