Study On The Psychological Practice Of Learning From Doing In The Art Class Of 3-6-year-old Children

In this dissertation,20 3-6-year-old children are taken as the research objects.Through observation,interaction,physical collection and other methods,a case study is conducted to analyze some classroom works from December 2015 to June 2019.Children's learning psychology,self cognition,self experience and emotional experience are regarded as the goal of children's personal experience in art class.Through the dialogue and interactive research and analysis in the whole classroom process,the author criticizes and absorbs the relevant theories about children's learning psychology,emotional motivation and performance from Dewey,Ron field,Reid,Eisner and other art education theorists.The learning psychology includes a wide range.This paper mainly discusses the curiosity and thirst for knowledge and emotional cultivation.On the basis of previous studies,the author combines Dewey's theory of "learning from doing" with the practical training of 3-6-year-old children's art classroom.This paper comprehensively discusses the development trend of learning psychology of "learning from doing" theory in 3-6-year-old children's art classroom,and has a further understanding of "learning from doing".In addition,the author has done a lot of individual case studies to verify the different psychology of children.Through literature research to interpret the connotation of "learning from doing",it is found that the theory of "learning from doing" needs to establish a connection between the course content and the actual life.This article mainly discusses from two clues: one is to apply Dewey's "five step teaching method" to the curriculum design to explore the individual experience growth of children,to analyze the children's learning psychological state from the perspective of scene introduction before class,interaction in class,and effect presentation of works after class;the other is to study the author's teaching process,teaching use methods,and self state Line summary reflection.Combined with these two aspects,we can observe some changes of children's participation in activities and the transformation process of the author from ordinary teachers to research teachers.This paper takes a number of classroom teaching examples to confirm the author's initial analysis and judgment,hoping to cause scholars of all aspects to have a deeper thinking about children's individual performance in the children's art curriculum.