Evolution And Reflection On Value Orientation Of Kindergarten Art Education In P.R.China (1949-2012)

Art is the body symbol of human spirit and reveals the double mysteries of world and life,also expressing the freedom for a limited life to obtain infinite spirit by revealing sensual life.An artistic activity is the expanded form of spiritual arousal and life soar,and the course of questions and answers to soul.The glory of art in 21 st century is colorful,more and more attentions are paid to art education,and art education attracts intensive concerns from people.Looking back,the preschool art education of New China has achieved a remarkable success.After the foundation of China,evolving from traditional education to modern education,based on traditional Chinese educational culture and the preschool education experience of old liberated areas,Chinese preschool art education learns from the Soviet Union and walks a scientific and healthy development road gradually.However,we need to see that the construction of the preschool art education of New China experienced regime change,education revolution,especially “Great Cultural Revolution”,the reform and opening-up and cultural upsurge,people have changed in the aspects of material and spiritual pursuits,criteria of conduits,core value orientation,etc.,new and old ideas conflict each other continuously,and thus,the developing art education of kindergarten in China is facing unprecedented confusions and challenges.In this study,the value orientations and historical trends of the kindergarten art education of New China in different development periods and the influencing factors of these historical trends are arranged in the order of time.In accordance with the time order by which the value orientations of kindergarten art education of New China changed,the value orientation of the kindergarten art education at the enlightenment period of art education(1949-1956),the value orientation of the kindergarten art education at the exploring period of art education(1957-1965),the value orientation of the kindergarten art education at “Great Cultural Revolution” period and the recovery period of art education(1977-1990),the value orientation of the kindergarten art education at the development period of art education(1991-2001)and the value orientation of the kindergarten art education at the prosperous period of art education(2002-2012)have been discussed.By exploring the histories of the kindergarten art education after the foundation of China,the value pursuits of the child art education at different periods have been explored;the facts and values of the kindergarten art education of New China have been learned,the typical value orientations of the kindergarten art education in the modernization of Chinese preschool education,the evolution and trends of the value orientations of the kindergarten art education of New China and the influencing factors thereof in the modernization process of New China kindergarten education have been analyzed and studied,which provides reference and evidence for building the value system of the kindergarten art education in China.By discussing the trends and influencing factors of the value orientations of art education in the modernization process of the kindergarten education in New China,the evolution characteristics of the value orientations of the kindergarten art education in New China are summarized,which provides evidence for judging and selecting values of the current reform on the kindergarten art education courses in China on the basis of reflection.Reformative ideas have been proposed for building the value system that conforms to Chinese situations and meets the actual needs of Chinese kindergarten art education.By analyzing the related data in different periods,the inherent laws and essential features in the historical evolutions of the kindergarten art education in New China are reflected,and relations of traditional culture and new culture in the kindergarten art education values shall be understood correctly.The relations between mainstream values and individual values shall be handled correctly.The applicableness of foreign educational theories to domestic artistic practices shall be considered carefully,and the ultimate value pursuits of the kindergarten art education shall be realized by humanistic spirit.An artistic activity is the natural activity for humans to search spiritual homeland,to get liberated from external rigidity and deformation,to accept hearty inquiry to true values,and to become an existing footstone that steps firmly upon the land.