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自信心是一个人对自身力量作肯定性评价的一种心理状态。它是激励人们自强不息地实现理想的内部动力。幼儿期是幼儿树立自信的关键期,培养幼儿的自信心显得十分重要。运用一种在活动前重激发儿童兴趣、在活动中重激发儿童创造性、在活动后重儿童自我评价与相互欣赏的、新的美工活动教学模式能有效促进幼儿自信心的发展。 相似文献
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《品德与生活》作为一门独立的综合性活动型课程,它以儿童生活为基础,以密切联系儿童生活的主体活动和游戏为载体,以正确的价值观引导儿童在生活中发展,在发展中生活。动脑筋、有创意的生活是时代对儿童提出的要求,旨在发展儿童的创造性,激发儿童利用自己的聪明才智去 相似文献
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少先队是儿童的重要同伴群体，中队活动是儿童的重要活动方式之一。如何把快乐这一儿童发展最直接、最具体的原动力引入少先队中队活动中，使孩子们在玩中学，在学中玩，进而激发其活动兴趣、诱发好奇心，最终使快乐真正成为童年生活的主旋律呢？这是开展少先队中队活动应该着力考虑的。下面我结合工作实际谈几点体会，与大家交流、探讨。 相似文献
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美术活动是幼儿的"第二种语言",是幼儿表达情感的独特方式,幼儿园艺趣工作室即幼儿进行开放性美术活动的场所。在教室内创设艺趣儿童工作室,挖掘幼儿的兴趣点,从前期设计布局、材料收集、师幼互动、家庭资源介入等多方面进行深入探究,追随幼儿的探索轨迹,提供适宜支架,从而让幼儿在艺趣工作室活动中提高审美、收获成长。本文以大班艺趣工作室"蛋蛋工坊"为例,谈谈幼儿与教师在创设工作室过程中的对话与碰撞。 相似文献
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现代儿童学习观认为,儿童的学习应该是主动的、建构式的发现学习而不是被动的、机械式接受性学习。而"活动单导学"正是实施新课程改革中形成的一种新的有效教学模式,指以"活动单"为媒介引导学生在"活动"中自主、合作学习,实现教学目标的过程。"活动单导学"的核心价值是通过教学活动,使学生成为一个具有自主学习态度、自主学习能力和自主学习习惯的"活人",充分发挥孩子在活动中的主体性,最大限度地解放学生,还学生以主体地位。在"活动单导学"模式下通过激发兴趣、引导教育、操作探索发挥幼儿活动的主体性。 相似文献
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美术教育在帮助儿童获得知识与技能的同时,也要帮助儿童形成良好的价值观、情感、态度,使儿童学会主动学习,并实现自我充实与完善.对此,笔者利用特殊儿童特殊的学习模式及美工活动的序列性,尝试把“图谱”应用于特殊教育美术活动中,通过它把美工活动直观、形象、富有趣味地表现出来,激发特殊儿童的兴趣,提高他们的注意力、理解力. 相似文献
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Using different art forms to investigate the impact on children’s involvement in literacy activities
Evgenia Theodotou 《Education 3-13》2019,47(6):637-651
Much of the research into factors that affect children’s school performance has focused on parental involvement rather than the nature of children’s activities undertaken in school. More research is therefore needed to examine the kinds of activities that affect performance and, in particular, whether the degree of involvement children experience in those activities can affect school performance. Children in free play often choose to be involved in arts activities so the arts could be considered as a promising approach. The purpose of this paper is to investigate the effects of ‘Play and Learn through the Arts’ programme on children’s involvement during literacy activities in five- to six-year-old children. It was examined if the arts in general or a specific art form could contribute more to children’s involvement in literacy activities. Children from four different settings participated in this study. To measure the outcome of the intervention the LIS-YC was used and items such as children’s concentration, persistence and precision were measured. The findings were analysed using a mixed method approach and showed significant benefits in all the items in children’s levels of involvement in the arts group over the control group and no difference in effects among the different art forms. 相似文献
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论儿童美术教育中创造性思维能力的培养 总被引：1，自引：0，他引：1
戴祥勇 《内江师范学院学报》2012,27(3):125-128
儿童与生俱来就对生活世界存在独特的感受能力、审美角度。儿童绘画却常常因为受到成年人传统教学模式的限制而表现得呆板、固定,缺乏童真的创意和灵魂。儿童美术教育,不应以培养其成为画家为首要目的,而首先应注重培养孩子们的观察能力、思维能力、动手能力和创造能力。儿童美术教育中的创造性教育在于改变传统教学模式,创新教学方式,激发儿童的想象力和对美术学习的兴趣,融会贯通,并积极为儿童展现产生创造性思维的情景,最终实现对创造性思维能力的培养。 相似文献
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环境是重要的教育教学资源,对幼儿的发展具有重要的教育价值和意义。基于幼儿园环境创设教育理念,幼儿园环境创设要做到内容系统全面,要发挥每个角落的作用,要结合主题教育活动,以激发幼儿学习兴趣,全方位支持幼儿的主动学习,促进幼儿的全面发展,实现幼儿园空间环境的教育价值和意义。 相似文献
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吕梦婷 《宁波教育学院学报》2021,(2):16-18
区域活动是幼儿在幼儿园内参与游戏的主要形式之一。主动性学习理念下的区域活动对教师支持幼儿游戏发展提出了新的要求。以大班的区域活动为例,通过创设支持性的游戏环境、观察与评估幼儿的游戏、在鼓励与欣赏中引导幼儿的游戏往更为复杂高阶的方向发展等策略,可以促进幼儿适宜性游戏的发展。 相似文献
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The present study aimed at assessing Hong Kong young children’s gains in creativity and their teachers’ application of arts education after a one-year artists-teachers collaborative arts education project that involves various art forms (i.e. drama, visual arts and integrated). Participants included 790 young children, 217 parents and 65 teachers in seven kindergartens and nurseries. Measures included the Test for Creative Thinking–Drawing Production, Story-Telling Test (STT), the subscales of parent-rated creativity, communication and motivational characteristics, and the adapted Scale of Application of Arts in the Classroom. Among the three art forms, children in the visual arts group demonstrated highest gains in verbal creativity as evaluated by the STT. Based on parents’ report, there were significant differences in children’s communication characteristics across the three art forms. Significant differences across art forms were also found in teachers’ confidence in teaching arts to 3–4?years old and their perception of arts for arts sake. Both teachers and students take advantage of the professional and artistic input and guidance of practising artists in arts appreciation and production. Implications and limitations were discussed. 相似文献
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刘盛颖 《湖州师范学院学报》2014,(6):105-109
小学美术欣赏教学中如何唤起学生的切身的感知和体验,是当前欣赏教学亟需解决的关键问题。笔者以《富春山居图》欣赏教学为例,以生本课堂理论为依托,运用体验式学习方法展开教学,在美术作品欣赏教学中开展"发现—体验—探索"渐进式的以学生为主体的欣赏活动,将传统教学中单向的美术观赏课程转化为双向的、多元的探究式互动欣赏教学,促进了学生艺术知觉的逐步形成。 相似文献
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Paloma Palau‐Pellicer Jaime Mena Olga Egas 《The International Journal of Art & Design Education》2019,38(3):670-680
This article discusses forms of arts‐based mediation in museums that use creation as the primary tool in the learning process. We present four mediation experiences based on the arts‐based teaching methodologies promoted by the project ‘Art for Learning Art’. These experiences have been developed in four museums: the Centre Pompidou Málaga, the State Russian Museum in Málaga and the Espai d'Art Contemponeo [Center of contemporary art] in Castellón in Spain and the Modern Art Murilo Mendes Museum of Minas Gerais in Brazil. Four experiences in three cities of two countries that work in a methodology which involves participative and collaborative visitor connections with the works exhibited using arts‐based strategies. In all cases, the artistic works of the exhibitions are the conceptual basis for mediation proposals that are offered to the public in order to encourage participation. We link the aesthetic experience as the origin of the mediation process in two fundamental aspects: creation and appreciation. In the act of creative appreciation, most art education objectives are met. The actions and processes are directed by collaborative and contemporary creation strategies around two axes: museum educator‐artists in training and visitors‐artists as learners. In the four experiences that we present here, this confluence takes place. The four events have been adapted to the conditions of the place, public and art exhibitions, contributing new approaches to the model that has been promoted from the University of Granada since 2013. 相似文献
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辛让平 《青海师范大学学报(哲学社会科学版)》2012,34(5):91-93
本文旨在探讨崇尚自然派艺术的审美情趣,着眼于“真”与“美”的概念剖析,以崇尚自然派艺术实践和理论为依据,从文学史和美学史的角度,审视崇尚自然派求真求美的艺术情趣以及自然、平淡的优美风格.崇尚自然派认为自然本身就是最好的艺术,在以自然物为描写对象的艺术创作中做到景象真切,情感真挚自然.崇尚自然派标榜自然、平淡的优美风格,认为真正引起美感的东西就在于斯,这是自然派区别于其他流派最鲜明的标志. 相似文献
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Pamela W. Garner Nuria Gabitova Anuradha Gupta Thomas Wood 《Cultural Studies of Science Education》2018,13(4):889-903
We report on the development of an after-school and summer-based science, technology, engineering, and mathematics curriculum infused with the arts and social emotional learning content (STEAM SEL). Its design was motivated by theory and research that suggest that STEM education is well-suited for teaching empathy and other emotion-related skills. In this paper, we describe the activities associated with the development and design of the program and the curriculum. We provide expert-ratings of the STEAM and social emotional elements of the program and present instructor and participant feedback about the program’s content and its delivery. Our results revealed that infusing the arts and social emotional learning content into science education created a holistic STEM-related curriculum that holds potential for enhancing young children’s interest in and appreciation for science and its applications. The data also suggested that the program was well-developed and, generally well-executed. However, experts rated the STEAM elements of the program more positively than the SEL elements, especially with regard to sequencing of lessons and integration among the lessons and hands-on activities, indicating that program revisions are warranted. 相似文献