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小学生的美术创作大多源自他们的生活体验,与他们所处的地域环境、家庭背景、生活阅历、文化积淀等关联,创作中伴随着个人萌发的创作动机和欲望,不断调动联想与想象参与思维进程,直至要表达的意象在大脑中逐渐清晰起来,最后再将它们以物化的形式呈现出来。在这一过程中,学生的情感、想象、联想等心理要素交替参与,个人的元认知策略自觉或不自觉地监控和调节这一过程,审美经验与艺术表现的能力得到了有效的锻炼,促进了美术素养养
Most pupils’ artistic creations originate from their life experience, and are related to the geographical environment, family background, life experience and cultural accumulation they live in. The motivation and desire of creative motivation of the pupils are constantly associated with imagination and thinking Process until the image to be expressed gradually clear in the brain, and finally they are presented in the form of materialized. In this process, students’ emotional, imaginative, associative and other psychological elements are alternately involved. Individual’s metacognitive strategy consciously or unconsciously monitors and adjusts this process. The ability of aesthetic experience and artistic expression has been effectively tempered. Promoted art accomplishment