论文部分内容阅读
审美感是一种重要的心理活动。在教学过程中,当美的外在形式——色、声、线、形直接作用于审美主体的感官时,它们的物质结构便和审美主体的心理结构产生某种对应关系,从而使审美主体在享受美的愉悦中,不如不觉地受到教育。在幼儿园的教学中,幼儿是审美主体,而教师、知识、教具则是审美对象。作为审美主体的幼儿,对自己的审美对象有一定的要求,如色彩的鲜艳,色彩的协调,节奏的明快,音调的和谐等,审美对象一旦符合他们的审美要求,他们便会表现出极大的热情,衷心喜悦地主动投入教学活动中,通过玩赏与品味美的事物,获得情感的愉快,并从美的享受中受到教育,这对教学效果有着直接的影响。法国数学家彭加勒说过:“科学家研究自然,并非因为这样做有好处,他所以研究它,是因为他从中得
Aesthetic sense is an important psychological activity. In the process of teaching, when the external form of beauty - color, sound, line and shape, directly affects the senses of the aesthetic body, their material structure will have some correspondence with the psychological structure of the aesthetic body, so that the aesthetic body Enjoy the beauty of pleasure, it is better to feel educated. In kindergarten teaching, young children are aesthetic subjects, while teachers, knowledge and teaching aids are aesthetic objects. Children who are aesthetic subjects have certain requirements on their own aesthetic objects, such as vivid colors, harmonious colors, bright rhythm and harmony of tones. Once aesthetic objects meet their aesthetic requirements, they will show great Enthusiasm, sincerely joy to actively invest in teaching activities, through the enjoyment and taste of the beautiful things, get the pleasure of emotion, and from the beauty of the enjoyment of education, which has a direct impact on teaching effectiveness. The French mathematician Pengelle said: "Scientists study nature not because it is good to do so, because he studied it because he got it