Affective Art, Eco-style Art Education

The healthy development of emotion during the childhood is very important for the life. Recently, the theory of the "ecotypic" art education has been proposed. Investigating and analyzing the emotional problem of children in school education in recent years, the present dissertation proposed the hypothesis that the "ecotypic" art education is the basic aesthetic and structural mode for children emotional education and the important approach to solve the emotional problem of children.In the introduction part providing scientific evidence for the important role of healthy development of emotion on the children education and the children development, I start from the philosophy issue of "the existence of individual is that of his emotion", analyzed the results from psychological, physiological and philosophical studies, and concluded that the emotion is a complete unit with cognitive factors and experience components.In Chapter 1, based on the illustrated account of the importance of emotion in the children's life, the emotional problem of children in the world and its source were investigated and analyzed, and the hypothesis that aesthetic & arts education is the key approach to solve the problem in the emotional education of children was proposed according to the theory of "emotion can be educated" and its structural mechanism.In Chapter 2, the essential property of the issue of "the art is the emotional symbol of human being" was showed after illustrating the relationship between arts and emotion from some different aspects. In China, however, the art emotion is "frozen" in current art education, which is not beneficial to the healthy development of children emotion. Therefore, a new education mode, i.e., the "ecotypic" art education, was constructed. Most importantly, in Chapter 3, the present dissertation constructed a behavioral study about the effect of the "ecotypic" art education on the children emotion and found that this mode can positively improve the proceeding of children emotion. Moreover, I showed the presentation of art emotion underlying the theory of the "ecotypic" art education by an example of course, in which the "love education" is the topic and the elements of music, fine arts, and drama are integrated together. Further, the issue of the "ecotypic" art education as the aesthetic mode of children emotional education is proved.