The Study Of Teacher-child Dialogue In Children's Art Appreciation Education

From the crisis of children's art appreciation education, the study found that there were humanistic spirit loss, children's life connotation digestion, children living alienation and other phenomenon in children's art appreciation education process, and the final result that it brings is the loss of the true meaning of education. To get out of this predicament, children's art appreciation education which has fell into crisis must first look for its true meaning as education, and dialogue is the only way to realize the true meaning of education. Although pre-school children have the potential to appreciate art, because of their age characteristics, the appreciation process needs the guidance from the teachers. Therefore, teacher-child dialogue in children's art appreciation education has become a priority of this study. Therefore, with the literature and observation methods, starting from practical issues in education, and based on real teaching situation, this study explored the teacher-child dialogue in Children's art appreciation education and tried to build the bridge of communication between ideas and practice through analysis of the dialogue theory and Dewey's "an experience" concept.Then the Chapter introduced teacher-child dialogue. First it observed dialogue from the scope of linguistics, and then it combed different dialogue theories of Western scholars, thereby putting forward two dialogues:one is the dialogue as a concept, and the other is the dialogue as a way of communication. However, only defining dialogue is not enough. As an art education activity, teacher-child dialogue in children's art appreciation activity should also highlight its uniqueness as an art appreciation education, that is, aesthetics. Therefore, this study will define teacher-child dialogue in children's art appreciation education as the process of teachers and children with aesthetics jointly constructing meaning and learning under the guidance of the dialogue concept.In view of this, this study suggests that teacher-child dialogue in children's art appreciation education shall have two properties:the true attribution of education and the aesthetic attribution as art education. However, in reality, teacher-child dialogue in children's art appreciation education has not integrated the true attribution with the basic property. Thus, Chapter IV first combined with the dialogue theory (including dialogue as a concept and dialogue as a way of communication) to criticize and reconstruct the true meaning of teacher-child dialogue in real children's art appreciation education, and then based on Dewey's "an experience" concept, it criticized and reconstructed the aesthetics of teacher-child dialogue in children's art appreciation education. "An experience" concept is the core of Dewey's aesthetics, which include integrity, continuity, impulse and unity. These four features are organically linked. When teacher-child dialogue in children's art appreciation education has these four characteristics, it has aesthetics and the basic property of dialogue in art appreciation.