The Psychological Research On Calligraphy Teaching Of Primary School Children

The active participation of primary school children was the necessary condition ofimplementation of calligraphy education. Calligraphy teaching effects even the calligraphytextbook compiling, teachers training, course offering and teaching methods choosingshould base on the calligraphy learning psychology of students. Only understandingcalligraphy learning psychology of learners, could we accomplish the purpose ofeducation.This study selected primary school children for subjects and made the calligraphylearning psychology as the main research direction. According to the relationship betweencalligraphy learning and psychology development, we aimed at figuring out the maininfluencing factors on information process and behavior regulating and trying to raiseinterdisciplinary teaching implications.This study discussed from four parts.First，This study argued that the interaction between calligraphy learning andpsychology development had been reached common understanding. Calligraphy educationcombining traditional culture and regularity of physical and mental development was thefocus of current research. The positive correlation among the calligraphy learning,academic achievement and behavior problems was proved from a practical survey. Notonly did the result verify the promoter action of calligraphy learning on physical andmental development, but supply practical evidence for the development of calligraphyeducation.Second, During the information process of calligraphy learning, This study putforward that the differentiation of visual sensibility and the development of visual-spatialprovided the basic conditions for pupils; The feature that meaningful learning dominated inmemory provided the basic ability of understanding the calligraphy skills; The transitionfrom image thinking to logic thinking improved the generalization of basic form, writingskills and aesthetics of calligraphy; The inner imitation and emotional thinking of mirrorneurons interpreted the automatic processing of unconscious learning.Third, during behavior regulating process of calligraphy learning，learning occurrence,maintenance and adjustment mainly depended on the non-intelligent factors. Learningneeds was the driving force of calligraphy learning; The basic process of cultivating learning motivation and interest could describe four phase: pay attention to writing, writingcarefully, good writing, make writing as a hobby; The strength and property of emotioncould affect the process and result of calligraphy learning.At last, According to above analysis, this study raised four calligraphy teaching lawsas for conscious process:(1) guiding perception and memory from both quiescent anddynamic exercises;(2) teaching learning content on the basis of characters of thinkingdevelopment;(3) cultivating learning interest according to the age;(4) cultivating learningmotivations from different phase and points. As for the unconscious process, this studyraised the implicit way and methods for calligraphy learning and aesthetic educationaccording to the inner imitation and emotional thinking of mirror neurons.