Research On The Teaching Of Medium-class Children's Stick Figure On Fisher's Cognitive Heterogeneity Theory

In recent years,with the comprehensive liberalization of China's “second child” policy and the country's constant emphasis on education,preschool education has ushered in the spring of development,and the establishment of more and better kindergartens has become a new requirement for the development of preschool education.The policy document“Kindergarten Development Education Guideline”and“Guidelines for the Learning and Development of Children Aged 3-6”,which came into being with the development of reality,has also become a programmatic document for the preschool education industry,constantly guiding the kindergarten to institutionalized and standardized development.In these two programmatic documents,the content of early childhood education is divided into five fields,and the development goals of early childhood in various fields are specifically put forward.The art education of early childhood is raised to the same important position as the health,language,social and scientific education of early childhood,paying attention to the development of art education,integrating art education into all aspects of children's growth,and realizing the integration of various fields will become an important development goal to improve the quality of children's education.With its profound historical origin and the characteristics of “simplicity,image and rapidity”,stick figure is undoubtedly the most suitable for young children who are not yet mature in all aspects of physiology and psychology.Therefore,the application of stick figure in the field of children's art education,with its simple and easy to learn,distinctive image,fast and concise characteristics,combined with children's naive hands,intuitive image of the way of thinking,will play a great role in promoting the development of children's art field,especially the development of painting art.Based on the physiological and psychological characteristics of early children,this paper focuses on the children of medium-class in a kindergarten age as the main research objects,mainly using literature analysis method,questionnaire survey method,mathematical statistics method,field observation method,work analysis method,interview method and experiment,etc.,to investigate the current situation of the teaching of medium-sized children's stick figure,and propose targeted improvement strategies for the problems in the survey to promote the development of medium-class children's stick figure teaching.The thesis is divided into three parts.The first part is to find the problem,mainly to conduct questionnaire survey,field observation and interview on the status quo of the medium-class children's stick-figures teaching,in order to find out the problems existing in the teaching of children's stick figure in the kindergarten teachers,as well as the childre's performance and problems in the learning processof stick figure;The second part is to analyze the problem,combined with Fisher's cognitive heterogeneity theory and use the work analysis method to analyze the cognitive heterogeneity and the development level of stick figure skills of the medium-class children's stick figure paintings,in order to find the bridge between theory and reality,and pave the way for the following application of theory to solve the practical problems;The third part is to solve the problem,in view of the problems found in the teaching of children's stick figures in the medium-class,as well as the analysis of children's stick figures in the medium-class,based on the theory of cognitive heterogeneity,put forward feasible teaching strategies for children's stick figures in the medium-class,and verify the effectiveness of the teaching strategies.Finally,it summarizes the effective teaching strategies,providing an optimized path for the medium-class children's stick figures teaching in a kindergarte,and making suggestions for the development of early childhood education.