Research On The Artistic Activity Of Kindergarten Based On Individual Depth Method

2012"3-6children’s learning and development guidelines " issued by the State (here in after referred to as the "Guidelines ")," Guide," the goal of arts education in the field is divided into two sub-areas:the first is feelings and appreciation, the second is the performance and creation. Where feelings and appreciation of the arts is the foundation aims to foster children’s interest in art and the art of positive attitude towards learning, performance and creativity is the goal, to raise children to learn the language so that freedom of artistic creation." Guide " in the art field goals the new requirements for this stage of our pre-school art education put forward new demands and challenges:the art of teaching children in the arts should be concerned about the feelings and experiences:art teaching to emphasize inauirv. should be concerned about develop children’s imagination and creativity; art teaching should be concerned about and understand the characteristics of children’s graphical representation, guidance and inspiration moderate, depending on the needs of children, promote children in art activities, exploration, development, and construct their own art language and be able to use this basic graphic language to express and create.But the fact is that the kindergarten art teaching activities presented with this situation:first fan painting art teaching activities teaching, teachers focus on making the guidance stressed that the teacher who works with the most like, leading children’s works show the same pattern phenomenon, the second is designed to arrange art activities with no systemic coherence, showing the status quo "East, a hammer, a stick and the West " when carrying out their activities lead to teachers, which led to the children learn the language of art scattered intermittently. Situation Kindergarten serious departure from the art of teaching " guide " for art education requirements, kindergarten teachers have been aware of this problem, but specific to art activities in how to do it? How to make the kindergarten art activities and the " Guide " unity, from the feelings and appreciation for art began after a series of children’s art activities related to language learning art, so as to achieve proficiency in the use of the freedom of art language art making? Teachers into a deep confusion among.In order to solve this problem, the researchers access to the relevant literature, discovered the depth of law in the individual process of reading literature, individual depth method is a method aspect courses on arts education, it is a continuity of visual arts project, which emphasizes individual learning a single language, art, children through a series of activities to emphasize the depth of coherence, the language of this art-depth inquiry, so that the experience of art by the simple complicated things simultaneously and independently discovered in question techniques invented to solve the situation, get critical experience growth. Unidirectional depth method to the way the game is the main activity, concerns young children to explore and understand the language of art in the " play " in the process. Teacher’s role is to provide targeted " scaffolding " at the right time to advance children’s exploration activities. Individually depth method to directly manipulate objects, reflection action, intrinsic motivation, invention and problem solving is an important part of child care concerns play a proactive role in their own learning in order to understand this process for the purpose of a development framework basis. While focusing on two aspects of the mutual promotion and influence, that is," the art of thinking " and " thinking art"; attention to the introduction, development, creation and reflection continuity and stacking of the four stages of development and improvement.This study is based on the aspect of visual arts education curriculum-single depth method-revelation, starting from the basic language of art, designed to meet the lines of5-6years old children to learn the language of the art series of coherent sexual activity, by the investigator himself, some kindergarteners art teacher, the class of20children randomly selected group members to participate in the implementation and hope that through the depth of law based on the concept and practice of individual localized attempts to explore the art language activities the acquisition of the rules and characteristics, breaking Van painted nursery art teaching passive pattern of world domination, nursery art teaching activities as diverse attempts to explore more possibilities.Therefore, this study mainly from the following five aspects:The first part of the thesis describes the reason, based on the depth of the meaning of individual art teaching methods, research status at home and abroad about the way the depth of law, according to this study-the basis of constructivist theory, the theoretical foundation courses and individual aspect depth theory-based approach, as well as the definition of related concepts;The second part of the research object selection, to determine research objectives, develop research methods, research design appropriate plans and programs, key issues clearly need to be addressed in the study;The third part is the analysis phase of the implementation of activities and work to the lines of the main art language learning, through the introduction of a single depth law, development, creation and reflection of the four stages of a gradual implementation of activities, children collected and analyzed works by analyzing children in the works of the line shape, line length, line thickness characterization, and analysis of the lines of the children have mastered the language of art, whether for creative expression, and analysis of its key role played by the experience.Part IV come to think, inspiration and shortcomings of this study.