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长期以来人们将幼儿教师的艺术能力等同于艺术教育能力的错误认知和社会对幼儿教育活动价值取向的偏差等,使学前儿童艺术教育止步不前,甚至适得其反。随着《3~6岁儿童学习与发展指南》的出台,根据中职学前教育专业的性质特点,其课程改革应立足于学科本体,并兼备教育功能,可试从四个方面入手:在课堂教学中渗透美术教学法;丰富课堂形式,开展体验式教学;适当增加欣赏教学及活动;升华培养学生的绘画手工能力。
For a long time, people regarded the preschool teacher’s artistic ability as the misunderstanding of the ability of art education and the social deviation of the value orientation of early childhood education activities, which made the pre-school children’s artistic education stop or even counterproductive. With the promulgation of the Guide for Learning and Development of Children 3 to 6 Years, according to the characteristics of pre-primary education in vocational schools, the curriculum reform should be based on subject ontology and have both educational functions. The trial can be started from four aspects: in the classroom Teaching infiltration of art teaching method; enrich the classroom form, to carry out experiential teaching; appropriate appreciation of teaching and activities; sublimation training students ability to draw.