The Influence Of The Calligraphy Space Teaching On Children’s Intellectual And Emotional Development

The calligraphy space is a kind of art manifestation which is based on Chinese traditional philosophy, taking the structure of Chinese characters as the carrier. It represents the unity and opposition of time and space, movement and motionlessness, through the collocation of pen and ink lines. As an art language which blends the Chinese traditional philosophy and artistic thought, the calligraphy space constructs the space system through the dry wet shade of ink, the strength of priorities, white cloth of calligraphy density change. From beginning to end, the psychological factors in the process of calligraphy activity affect the process and result of writing according to the Chinese character cognitive psycholog and the psychogeometric theory of Chinese character-writing, and are also affected and changed by the calligraphy activity. This research explores the effects of calligraphy space teaching on the children’s intelligence and emotion development from the calligraphy space teaching perspective. Combining some psychology theories with the past studies of the calligraphy theories, this research revises the calligraphy space development course and conducts a one-year teaching experimental activity to some third-grade children, through the comparison with the psychological characteristics of the children in the control group, to explore the effects of calligraphy space teaching on the children’s intelligence and emotion development. The main conclusions of this research are as follows:(1) In the field of the spatial intelligence:after one-year calligraphy space teaching, the children in the experiment group get more scores concerning the spatial intelligence than the control group. The scores concerning the aspects of the space connection memory, space rotation, flat mirror reflection and space analogical reasoning are all significantly higher than the control group.This shows that calligraphy space teaching has a positive effect on these aspects. But in term of the ability of the general perception to distinguish, both the experimental group and the control group develop quite fast. This shows that the improvement of the ability of the general perception to distinguish is the result of children’s natural development, not the effect of the calligraphy space teaching. Through the comparison of the effect size, it shows that the degree of the influence, from big to small, of the calligraphy space teaching upon the different dimensions of the child spatial intelligence is as follows: the ability of space analogical reasoning, the ability of flat mirror reflection, the ability of space rotation, and the ability of the space connection memory.(2) In the field of the multiple intelligence:the children in the experiment group get more scores concerning the multiple intelligence and the aspects of the logic intelligence, spatial intelligence and verbal intelligence, than the control group. This shows that calligraphy space teaching has a positive effect on these aspects, but is limited towards the bodily-kinetic intelligence, music intelligence, interpersonal intelligence, and natural science intelligence and so on. Through the comparison of the effect size, it shows that the degree of the influence, from big to small, of the calligraphy space teaching upon the different dimensions of the children’s multiple intelligence is as follows:the spatial intelligence, the logic intelligence and the verbal intelligence.(3) In the field of the emotion:the children in the experiment group get significantly fewer scores, concerning the aspects of the negative emotion, anxiety, panic, generalized anxiety, separation anxiety and social anxiety, than the control group. However, there is no significant difference between these two groups in the aspects of positive emotion, the school anxiety and depression. This shows that calligraphy space teaching can relieve children’s negative emotion, anxiety, panic, generalized anxiety, separation anxiety and social anxiety, but can not improve the situation of children’s positive emotion, the school anxiety or depression.(4) In the field of the emotional intelligence:both the experiment group and the control group show the obvious ascending trend in the emotional intelligence scores, and the aspects of managing interpersonal relations, self-motivation, managing emotions, understanding their own emotions and identifying others’ emotions. This shows that with age children’s emotional intelligence itself ascends, In the aspect of understanding their own emotions, the difference of pretest and posttest in the experiment group is significantly bigger than the control group, which shows that calligraphy space teaching can significantly improve children’s ability of understanding their own emotions.(5) In the field of the mental rotation:after one-year experiment, the children in the experiment group get significantly fewer reaction time scores on various angles, and it is much better than the control group. This shows that calligraphy space teaching has a significant role in promoting children’s ability of mental rotation. According to the standard of a=0.05, the analysis of variance for repeated measures data shows that there are significant differences of children’s mental rotation reaction time scores in the Chinese character stimulation experiments of different chirographies.