Problem description:

It must be all.

Analysis:

Yang Jingzhi, female, Manchu. Born in September, 1940, from Tianjin. 65438-0960 graduated from the Fine Arts Department of Beijing Normal University majoring in oil painting, and studied under Mr. Wei Tianlin and Mr. Wu Guanzhong for five years. He has been engaged in art education for 42 years, devoted himself to the research of basic art education in China, combined the world's advanced educational ideas with the reality in China, and summed up a set of art education theories and methods with China characteristics in practice. It advocates attaching importance to developing children's own potential and creative thinking ability, and taking art as an important means of quality education. Advocating aesthetic education through intuition has played a leading role in children's sketch and creation teaching.

1, as a post:

① Deputy Director, Children's Literature and Art Research and Development Center, Capital Normal University

② Secretary-General of Children's Art Committee of China Artists Association.

③ Vice President of China Children's Plastic Arts Society.

④ Director of China Educational Art Research Association.

⑤ Director of China Children's Plastic Arts Training Center.

⑥ Served as the judge and director of major international and domestic children's painting competitions for many times.

2. Main achievements:

①

Undertaking the National Key Project of Educational Science in the Ninth Five-Year Plan "Practical Research on School Art Education" and publishing the book "Art Education and Human Development". In 2000, he won the second prize for outstanding achievements in the sixth Beijing Philosophy and Social Sciences.

(2) Edited the Textbook of Nine-year Compulsory Education Approved by the State Education Commission, published by People's Fine Arts Publishing House 199 1. Won the first prize of "textbook compilation, publication and distribution" issued by the State Publishing Bureau.

(3) Editor-in-chief of Nine-year Compulsory Education Full-time Primary School Art Video Textbook, published by China Electronic Audio-visual Publishing House, 1994.

(4) Editor-in-chief of children's art textbook "Children's Big Studio", published by Guangzhou Publishing House in 2002.

⑤ Participate in the Textbook of Nine-year Compulsory Education Approved by the State Education Commission published by People's Fine Arts Publishing House 1993.

⑥ The book "Analysis and Tutorial of Contemporary Children's Painting in China" was published, and won the third prize of "Excellent Achievements of National Experimental Research Project of Basic Education Reform in Normal Universities" issued by the State Education Commission 1997.

⑦

Other works include: children's painting and intellectual enlightenment, children's drawing sketch, basic sketch teaching, childlike innocence? Books such as Children's Painting, Children's Sketch Collection, and Selected Excellent Art Works of Primary and Secondary School Students in Beijing 10. In addition, a lot of articles have been published.

(8) Hold lectures on CCTV, Beijing TV and Beijing Radio, and hold more than 50 lectures and academic reports for teachers, students and parents in normal colleges, middle schools, primary schools and kindergartens in all provinces and cities.

theoretical basis

... 1, "painting potential" theory. American art educator Victor? Roenfeld's research found that before the age of 10, children's painting ability is their potential ability, which develops synchronously with their intelligence and cognitive ability. People have the potential to create visual language symbols to express their psychological images. Painting is not the unique ability of a few "geniuses". The ability of painting develops naturally with the development of people's knowledge and perception, and it really can't be improved by learning painting skills.

2. "Discovery learning" theory. The famous contemporary American psychologist Bruner (J? s？ Bruner) believes that the learning process of learners is not only the process of actively selecting, transforming, storing and applying sensory things, but also the process of actively learning, adapting and transforming the environment. From this perspective, children are also discoverers and have the ability to learn spontaneously.

3. The theory of "inspiring education". Professor Yang Jingzhi believes that inspiration is a catalyst for developing children's abilities. In the process of teaching children to learn painting, they will constantly ask questions and guide them to pay attention and think, and they will find ways to solve the problems themselves.

Every child has the potential of painting. If left to its own devices, it will stagnate. If we ignore the law of its development and instill painting skills in it, it will hinder the development of children. Based on the above three theories, children's painting for enlightenment pays attention to the spontaneity and initiative of children's own existence, and inspires children to carry out artistic activities through active discovery and exploration through activation methods, thus cultivating children's creative thinking, developing children's personality and improving children's aesthetic quality.

Theoretical Breakthrough of Professor Yang Jingzhi, Pioneer of Children's Art Education in China

1. It is found that the peak of children's painting development is at the age of 5 or 6.

In those years when China just opened its doors, it was quite difficult to find a foreign material about children's art research. On one occasion, she found a book on children's art education published in Hong Kong at a book fair, which said that children's painting and children's intellectual growth are developing simultaneously. In order to confirm this assertion, she carefully observed and studied the development law of children's painting from the actual investigation, and explored the relationship between children's intellectual development and painting ability in China through the experimental teaching of children's painting. She found that the previous survey reports were generally based on the census statistics of kindergartens, and the characteristics of different development stages were divided according to children's modeling skills. This survey result is problematic because it can't really reflect the natural development law of children's growth, including the factors that art education has an impact on children's development. Children who grow up under the influence of different educational environments and teaching levels show unbalanced artistic skills. Especially in the family education in China, the only child lives surrounded by two generations of elders, and they are precocious in all aspects of knowledge and skills training. Obviously, foreign research results are not in line with the actual situation in China. In addition, observing children's psychological development only from the skill level will also give people the illusion, which will make people feel that as long as they learn a little painting skills, their quality will be improved. But in reality, simply learning painting from copying will only inhibit children's creativity. By observing the development of children's creative painting, she found that the peak of children's painting development was not at the age of 8, but at the age of 5 or 6. Because children's cognitive development in this period is not restricted by real life, children always paint according to their own subjective understanding, no matter in modeling performance, color application or screen space performance. So their paintings often show extraordinary creativity and rich imagination.