On infiltration education in kindergarten art education.
The Guiding Outline of Kindergarten Education divides the contents of kindergarten education into five fields: health, language, society, science and art, and points out that the contents of each field should permeate each other to promote the development of children's emotions, attitudes, abilities, knowledge and skills from different angles. ? This sentence conveys the following view: the domain curriculum model developed on the basis of sub-subject curriculum still has its rationality, but it needs to strengthen the mutual penetration between fields to realize comprehensive whole-person education. The following are my thoughts on the curriculum of infiltration field, and taking art as an example, I put forward the strategy of infiltration field.
First of all, domain courses should penetrate each other.
The completely separated domain curriculum model places too much emphasis on imparting knowledge and skills. For example, art education only pursues a way of inheriting knowledge and skills from technology to Taoism. In the view of Mr Teng Shouyao, doctoral supervisor of China Academy of Social Sciences, there is only technology, not thinking, let alone creation. Art is a combination of sensibility and spirit. If we only stay on the inheritance of knowledge and skills, we will turn a spiritual and colorful thing into an empty dogma without any aesthetic feeling, thus losing the significance of art in cultivating human emotions and creativity. Although the traditional subject teaching is conducive to the continuous improvement of the subject system, and the knowledge and skills of the subject are passed on to the next generation through school education to meet the needs of human experience inheritance, it is easy to cause the children's vision and thinking to be closed and isolated.
The comprehensive curriculum model organizes the curriculum content with the theme as the main line, and links the original educational content of each subject. This reflects the integrity of children's learning, but it also inevitably loses another educational value, that is, the value of subject knowledge system. Although children can't and don't need to master systematic subject knowledge, the fields of children's study are really different, and the learning laws and educational laws in these different fields are also different. No matter how we organize educational content, we can't avoid the regularity of education in specific fields. Many teachers are often only satisfied with the superficial synthesis of activities, without in-depth study of the internal laws of various educational activities, resulting in some children without even the most basic artistic expression ability.
The practical experience of curriculum reform tells us that any extreme curriculum model can only be an ideal, and the actual curriculum must be a compromise and compromise. The "Outline" divides kindergarten education into five fields, which is conducive to taking care of the educational laws of various disciplines, but we must realize that this is only a relative division of curriculum content, and the five fields are actually mutually infiltrated and marginal. As Mr. Chen Heqin pointed out, five of the five fingers are alive, retractable and interrelated.
In kindergarten, the curriculum is not divided, not independent, but interrelated. Kindergarten curriculum is holistic and coherent. According to the characteristics of children's physical and mental development, five-finger activities form an educational network in children's life, which is organized, systematic and reasonably woven in children's life. Therefore, the curriculum of infiltration field is more suitable for kindergarten education, which maintains the integrity of the subject field and pays more attention to the integrity and integrity of children's development.
Second, how to penetrate between art fields and between art and other fields.
Bennett, a famous American philosopher of music education? Remo thinks: Every art has its own main elements, and there are melody, harmony and rhythm in music; There are colors, lines and textures in painting; There are metaphors, images, rhythms and so on in poetry. Every art can learn elements from other arts and assimilate with its own field, while many arts can learn elements from non-art circles and use them artistically to transform them into performance materials. ? When organizing art activities, we should take an art discipline as the core, closely focus on the goal to be achieved by this core, and selectively connect with other disciplines. 1, fine arts and art disciplines permeate each other.
(1) literature and music. The mutual infiltration of literature and music can make the emotional factors of literary works more intense under the rendering of music, which will have a strong shock to children. At the same time, the emotion of music works becomes more specific and clear under the description of literary language, which makes children's recognition and experience of emotion more profound.
(2) literature and art. The mutual infiltration of literature and art can directly show the rich emotions contained in literary works through vivid pictures, so that children can understand the image and significance of the pictures more thoroughly in art appreciation. For example, in the literary activity of "Tree Mother and Leaf Doll", children's interest is aroused through beautiful prose at first, and their emotional changes are experienced through appreciating the images that help children perceive the roles in the works. On this basis, timely guide children to use painting, pasting and other forms to express different emotional expressions of the mother tree in spring, summer, autumn and winter. Children's emotions are high, the wings of imagination are unfolded, and the images created are vivid and vivid.
(3) Music and fine arts. The mutual infiltration of music and art can learn from each other's strong points, make the visual senses and auditory senses work together and communicate with each other, and make the unspeakable inner experience inspired by children's music appreciation become visual images and emotions that can be communicated and recognized. For example, in the music activity "Polka Waltz", let the children listen to the music fully first, and in the emotional atmosphere expressed by the music, guide the children to express the situation described in the work with lines and colors to reflect their feelings after listening. The two complement each other and unify with each other, forming a strong emotional shock wave.
(4) Literature, music and fine arts. The organic infiltration of these three factors allows children to feel the works from many aspects and angles, helps children explore the common factors between arts and improves the overall effect. For example, I divided Little Tadpole Looking for Mom into three activities. Activity 1: Give priority to literature appreciation, let children listen to stories and help them understand stories. Activity 2: Give priority to music, guide children to choose music for different plots of the story, create and perform actions, and put them on the stage in the form of pantomime, so as to further understand the works and appreciate the emotions of the characters. Activity 3: Give priority to art and guide children to express the situation of their works in the form of cartoons through imagination and creation.
2. Infiltration of art and non-art disciplines.
There are two ways to infiltrate art and non-art disciplines: one is to pay attention to the goals of other disciplines on the premise of adhering to the goals of art education, thus embodying the concept of integrated education; Second, in other fields, art is regarded as a means to express cognition and a way to vent emotions. Through art, music, dance and other art forms that children like, they can not only achieve their cognitive goals, but also stimulate their emotional experience.
Art Education in Kindergarten (II) —— Children's Art Science Education
As the most basic education, preschool education has attracted more and more attention in recent years. This paper analyzes the relationship between children's art education and science education. It is found that it is necessary to combine the two for education. Finally, the realization mode of children's art science education is put forward. I hope this research can be helpful to the research in related fields.
[Keywords:]: art education; Science education; preschool education
Art and science are two different ways for human beings to grasp the world creatively, and their development is an important chapter in the progress of human civilization. Art and science, in early childhood education, are regarded as two completely different cultures and two disciplines with different teaching functions, purposes, contents and methods. How to change the influence of modern science on the whole education by improving the importance of art education in early childhood education is a problem worthy of our early childhood educators' thinking.
First of all, briefly introduce related concepts.
1, science education
Science education and the development of science are almost synchronous. With the development of science and technology, science education has gone from imparting scientific knowledge and attaching importance to scientific education methods to emphasizing? Improve the ability of scientific research and innovation [1]? This process.
Modern science education is an education to cultivate scientific and technological talents and improve the scientific quality of the people. The basic goals of modern science education include three aspects: scientific spirit, scientific method and scientific knowledge.
Children are in the initial stage of life, and their physical and mental development is not yet mature and perfect. Therefore, children's science education should be the education of scientific enlightenment, so that children can start to contact science. Through science education, children's interest and curiosity in science can be germinated, and some preliminary skills can be mastered, so as to accumulate scientific experience, cultivate creativity and lay a good foundation for future school education. So, what is the essence of early childhood science education? Is it the early cultivation of children's scientific quality? . [2]
2. Art education
Art education includes art knowledge education, art skill education and art aesthetic education, which has natural, social, artistic and scientific aesthetic contents. ? There is more overlap between art education and aesthetic education in preschool stage. Art education is a part of art aesthetic education, art beauty is the core content of preschool children's aesthetic education, and art aesthetic education is the foundation of art education. ? [3]
Therefore, children's art education refers to an aesthetic education in which educators follow the general requirements of preschool education, consciously and systematically infect children through art appreciation and artistic creation activities according to the laws of children's physical and mental development and the characteristics of children's art, cultivate their artistic aesthetic ability and artistic creation ability, and finally promote their emotional and personality development.
Second, comment on the relationship between children's art education and science education.
Children's art education and science education are both important parts of children's education, and their relationship is not only based on the relationship between art and science, but also on education. There is a consistent relationship between children's art education and science education.
1, consistency of educational goals
Both of them are aimed at promoting children's all-round display in emotion, attitude, ability, knowledge and skills. The goal of early childhood science education is to cultivate and promote early childhood? Interested in things and phenomena around you, curious, curious; Can use all kinds of senses, use hands and brain to explore problems; Can express and communicate the process and results of exploration in an appropriate way; Can feel the quantitative relationship of things from life and games, and experience the importance and interest of mathematics; Love animals and plants, care about the surrounding environment, be close to nature, cherish natural resources, and have a preliminary awareness of environmental protection. ? [4]
The goal of children's art education is to cultivate children's initial feeling and love for beauty in environment, life and art; Like to participate in art activities, can boldly express their feelings and experiences; Be able to carry out artistic expression activities in your favorite way. From the two goals, we can see that the emotional and attitude goals of children's art education and science education pay attention to children's interest and love for life, attach importance to children's active exploration and independent and bold performance in ability training, and emphasize the connection with children's life experience and emotion in mastering knowledge and skills.
2. Consistency of educational content
Both of them are the exploration and expression of things in the surrounding living environment. Children's science education is usually carried out in connection with children's real life, with things and phenomena around them as the objects of scientific exploration; Children's art education also comes from life. Teachers guide children to get in touch with beautiful people, things and things in the surrounding environment and life, enrich their perceptual experience and aesthetic taste, and inspire them to express and create beauty. Instruct children to make toys, handicrafts, etc. Beautify one's life or engage in other activities by using things or waste materials around him.
3. Consistency of educational means and methods
Both encourage young children to explore, communicate, create and express freely and boldly. Both children's art education and science education advocate providing children with a relaxed environment, rich operational materials, opportunities for free exploration, bold expression and mutual communication. Children's science education creates a relaxed environment for children's inquiry activities, so that every child has the opportunity to participate in the attempt, support and encourage them to ask questions boldly, express different opinions, learn to respect other people's views and experiences, provide rich and operable materials, and provide various sensory and methodological inquiry conditions for each child. By guiding children to actively participate in group discussion and inquiry, learn to express, communicate and share the process and results of inquiry in various ways, and cultivate children's awareness and ability of cooperative learning; Children's art education encourages children to express their feelings, understanding and imagination boldly in different artistic forms by providing opportunities for free expression, respects each child's thoughts and creations, affirms and accepts their unique aesthetic feelings and expressions, and shares the happiness they create. While supporting and encouraging children to actively participate in various artistic activities and express themselves boldly, help them improve their performance skills and abilities. Create conditions for children to show their works and guide them to communicate with each other, appreciate each other and improve together. [5]
Thirdly, the realization mode of children's art and science education.
Through the consistency analysis of the relationship between the two, we find the possibility of implementing the integration education of children's art and science on the basis of Chinese education. As the main way for children to grasp the world creatively, the integration of art and science can effectively help teachers change their teaching concepts and improve their teaching behavior, thus having a far-reaching impact on children's development. Summing up many years' experience in preschool education, the following modes can realize the integration of preschool art and science education.
1, interpenetrating type
Infiltration and integration refers to the infiltration of the content of science education into the curriculum of art discipline, or the infiltration of the content of art education into the curriculum of science discipline. Through my summary of practical teaching, I found that most kindergartens in China still adopt the form of subject education, so it is feasible to carry out art science education for children on this basis.
For example, in a small class science activity of a unit, we can arrange the following teaching:
Subject: Our favorite animal (small class)
(1) Chicken Family
Through the perception and observation of rooster, hen and chicken, this paper discusses the understanding and feelings of chicken family, and teachers and students jointly create children's songs to show the characteristics, living habits and feelings of chicken family.
lovely rabbit
Perceive and observe the shape and characteristics of rabbits, understand the variety of rabbit coat colors, explore what foods rabbits like to eat, make rabbit headdresses, imitate rabbits to jump or sing rabbit songs.
(3) Clever monkeys
Perceive and observe the shape and characteristics of monkeys. By watching videos or visiting zoos, we can discover the dexterity and cleverness of monkeys, their species and habits, and make masks for monkeys to play freely.
On the basis of maintaining the logical structure and knowledge system of a single discipline, the infiltration and integration of a single discipline fully explores its core connection with other disciplines, promotes the connection and interaction between artistic thinking and scientific thinking, and stimulates children's creative performance on the basis of completing the discipline objectives.
2. Multidisciplinary juxtaposition
Multi-disciplinary parallel integration is an integration of the transition from sub-disciplinary education to comprehensive education. It selects common concepts, principles or themes in art and science disciplines in the form of sub-disciplines, and organizes related activities in different disciplines to help children gain common understanding. For example, we can choose light and heavy, cold and warm, soft and hard, and carry out a series of activities from music, literature, art, dance, mathematics, common sense and so on. [6]
For example, in? Cold and warm? For theme teaching, you can arrange the following activities to achieve the understanding of the theme:
(1) Summer and winter
Compare the different characteristics of winter and summer, such as climate, animals and plants, rivers, rain and snow, people's clothes,
Diet, activities, etc. To get different feelings about cold and warm.
(2) read the little girl who sells matches.
Through literary stories and scene performances, we can experience the warmth and sadness in our works.
(3) Passionate music and sad music
By enjoying different styles of music, we can experience different emotions conveyed in music, such as cheerful and low, or describe them in other symbolic languages, understand the characteristics of different music, such as pitch and speed of sound, and express passionate and sad music in the form of free dance or abstract painting.
(4) Changes of temperature and warmth
Talk about the changes in temperature in life, understand the tools and methods of temperature change, and encourage children to imagine boldly, such as dressing up the room with warm colors, singing around the stove, telling stories, etc. And combine daily feelings with aesthetic feelings.
3. Theme network.
Subject network integration is suitable for the core courses in comprehensive education. It is a series of interrelated activities from different angles and sides around a theme that children are interested in. The activities in the subject network may be related to a specific subject, and more activities are related to multiple disciplines, reflecting the comprehensiveness of disciplines, while the activities of parallel integration of multiple disciplines are more related to specific disciplines. In the integration of theme network, art and science activities are not isolated, but a part of kindergarten theme network, which is also inextricably linked with other fields and other activities. For children, the theme network is fully integrated and suitable for children's physical and mental development level. The integration of topic network is not based on the relationship between disciplines, but on children's interests and needs, thus combining the generation with the former.
What's next? Bridge? For thematic teaching, teachers can arrange the following activities:
(1) Visit the bridge;
(2) On the basis of visiting activities, speak freely? Bridge? , and in the form of painting;
(3) Teachers and children collect relevant information together? Bridge? Information; The teacher chooses the next activity among the children's topics and materials: appreciating and understanding different kinds of bridges. )
(4)? My favorite bridge? . Appreciate the pictures about the bridge, feel the different shapes and conditions of the bridge, get a preliminary understanding of the different types of the bridge, find your favorite bridge through comparison, and show it in different materials and ways in the form of group cooperation? My favorite bridge? .
(5)? How to build a bridge? . From the last activity, talking? Zhao Zhouqiao's story? Children further build bridges with their own materials;
(6)? The shape of the bridge. ? Children build bridges of different shapes and argue about whose bridge is the most beautiful.
Four. conclusion
For the research of children's art and science education, due to the limitation of space, this paper only studies the realization mode, and other aspects such as the organization and implementation of teaching activities need further study. Let's make contributions to the cause of early childhood education together.
& gt& gt& gt More exciting next page? On art teaching in kindergarten?