【作者】 李艳；

【导师】 柏玲； 赵丽华；

【作者基本信息】 渤海大学 ， 教育硕士（专业学位）， 2023， 硕士

【摘要】 “借形想象美术活动”以培养幼儿的创造思维为主,引导幼儿主动探索事物的新角度,激发幼儿的想象能力。它结合了幼儿已有的生活经验,让幼儿在想象、创造、表现中展现自己的个性,促进幼儿想象能力、表达能力、动手操作能力、审美能力等多项智能的发展。本研究以阿恩海姆的视知觉理论、皮亚杰建构主义学习理论为基础。青岛市X幼儿园作为一个新开园,在尝试有关借形想象美术活动的特色课程,本研究选择其中大班教师和幼儿为研究对象,以观察法为主要研究方法,对中大班借形想象美术活动教学设计与实施现状进行总结分析。观察内容包括教师在活动中的实施指导情况、幼儿在活动中的表现。辅以文本分析法、访谈法,结合教育观察对收集的15份教案进行分析及对中大班教师进行访谈,围绕活动目标、活动准备、活动导入方法、活动内容的选择、活动中的教师教学表达方式、活动评价几个维度探讨该园借形想象美术教育活动教学设计与实施的现状。经梳理后发现X园借形想象美术活动中教师教学设计与实施过程中存在主要问题为:活动内容的选材较单一,且未能与主题活动相结合;借形想象活动偏重物质准备,经验准备较为缺乏;评价片面化。分析其原因为教师缺乏正确的美术教育观念;教师缺乏指导借形想象美术活动的能力与经验;幼儿园缺乏对借形想象美术活动的相关认识。在此基础上,提出了改进教师借形想象美术活动的指导的几点建议:教师应更新自身的美术教育观念;增强教师教学指导行为的能力及实践意识;提高教师的教学设计与实施能力,给予孩子想象的支点。从而进一步提升教师在借形想象美术活动中的教学质量,有效促进幼儿想象、思维等方面的发展。更多还原

【Abstract】 "Imagination Art Activity by Shape" focuses on cultivating children’s creative thinking,guiding them to actively explore new perspectives of things,and stimulating their imagination.It combines the existing life experience of young children,allowing them to express their individuality in imagination,creation,and performance,and promoting the development of multiple intelligences such as children’s imagination,expression,hands-on operation,and aesthetic ability."This study is based on Arnheim’s theory of visual perception and Piaget’s constructivist learning theory.As a newly opened kindergarten in Qingdao,X Kindergarten is attempting to offer characteristic courses related to imaginative art activities through forms.This study selected large class teachers and young children as the research subjects,and used observation as the main research method to summarize and analyze the current situation of teaching design and implementation of imaginative art activities through forms in middle and large classes.The observation content includes the implementation and guidance of teachers in activities,and the performance of children in activities.Assisted by text analysis and interview methods,combined with educational observation,the collected 15 lesson plans were analyzed and interviews were conducted with teachers in large and medium-sized classes.The current situation of teaching design and implementation of imaginative art education activities in the kindergarten was explored from several dimensions: activity objectives,activity preparation,activity introduction methods,selection of activity content,teacher teaching expression methods in activities,and activity evaluation.After sorting out,it was found that the main problems in the teacher’s teaching design and implementation process of the Imagination Art Activity in X Garden were: the selection of materials for the activity content was relatively single and could not be combined with the theme activity;Imagination activities emphasize material preparation and lack experience preparation;Evaluation is one-sided.The reason for this is that teachers lack the correct concept of art education;Teachers lack the ability and experience to guide imaginative art activities through forms;Kindergartens lack relevant understanding of imaginative art activities through forms.On this basis,several suggestions were put forward to improve the guidance of teachers’ imaginative art activities through forms: teachers should update their own concepts of art education;Enhance teachers’ ability and practical awareness of teaching guidance behavior;Improve teachers’ teaching design and implementation abilities,and provide children with imaginative support.In order to further improve the teaching quality of teachers in imaginative art activities,and effectively promote the development of children’s imagination,thinking,and other aspects.更多还原