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写在前面 “现代儿童生态式艺术教育研究”是教育部人文社会科学“十五”课题,由南京师范大学教科院边霞博士主持研究。近年来,该课题组一直进行着关于生态美育的理论思考,并致力于在幼儿园教育实践中将这一理论转化为各种具体可行的活动。 生态式教育是指以一种生态的原理和方法来思考和解释复杂的教育问题,并以生态的方式来开展教育实践的教育理念和教育实施策略。在生态式教育的视野中,幼儿园的教育目标、内容,各种活动的开展,人际的互动,坏境的设置等都应形成和保持良好的生态关系。 生态式艺术教育是生态式教育的重要内容,它由滕守尧先主首先提出,意指一种充分体现和不断运用生态智慧的艺术教育。生态式艺术教育的基本特点是:活动内容的综合观;活动过程的整体观;活动开展的对话观;师幼互动的平等观等。生态式艺术教育的基本策略是开展“双主题”的单元活动,这种单元活动同时围绕着一个相对宽泛的人文主题和一些与之相应的艺术感受、知识、技能等学科方面的主题来展开。生态式艺术教育把每一个单元都视为一个生态系统,强调在每一个单元内部,艺术学科与其他学科之间、艺术学科内部的各艺术门类之间、艺术欣赏与艺术创作之间的相互融合、互生互补,以形成和保持一种良好的生态关系。
Written in front of “modern children’s eco-style art education” is the Ministry of Education humanities and social science “fifteen” topic, by the Nanjing Normal University Academy of Sciences, Dr. Xia Bian presided over the study. In recent years, the group has been carrying out theoretical thinking on ecological aesthetic education, and is committed to turning this theory into various concrete and feasible activities in the practice of kindergarten education. Eco-style education refers to a kind of ecological principles and methods to think and explain complex educational issues, and to carry out the educational philosophy of educational practice and the implementation strategy of education in an ecological way. In the field of ecological education, kindergarten education goals, content, various activities, interpersonal interaction, the setting of bad environment should be formed and maintain a good ecological relationship. Eco-art education is an important part of eco-style education. It was first proposed by the leader of Teng Shouyao, which means an art education that fully embodies and continuously uses ecological wisdom. The basic characteristics of eco-style art education are: the comprehensive view of the content of the activities; the overall view of the activity process; the dialogue view of the activities; the concept of equality of teachers and children. The basic strategy of eco-art education is to carry out the unitary activities of “dual theme”. The unit activities revolve around a relatively broad theme of humanity and some subjects such as artistic feelings, knowledge and skills. Eco-art education treats each unit as an ecosystem, emphasizing the interplay between art appreciation and creation in each unit, between arts disciplines and other disciplines, within art disciplines within art disciplines, and between art appreciation and art creation , Complement each other to form and maintain a good ecological relationship.