This paper analyzes the present situation of preschool children's art education in China, thinks about the reform of art education, and puts forward relevant suggestions.
Keywords: preschool education, art, present situation, research
First, the current situation of preschool children's art education in China
(1) There are two misunderstandings in the educational goal: First, art education is equated with skill education, and it is believed that teaching children to draw a beautiful picture and make an interesting toy will complete the task, focusing on cultivating children's correct description and expression ability, and taking skill training as an important task; Secondly, art is regarded as a means of moral and intellectual education, a subordinate part of a central task, and has no independent system of its own. As we all know, art education itself is an independent field with great potential. Its task is to cultivate children's appreciation and recognition of artistic beauty and their aesthetic psychological quality, and to help them learn to grasp the world with beautiful eyes.
(2) In the educational content, it emphasizes the imitation and reproduction of nature. Imitating simple objects and pictures in real life is the main content of art education. Therefore, the pattern tendency in children's works is very prominent. No matter in kindergarten, class or even children's works exhibition, we can see many patterned figures and animal images from colorful works. Of course, in the process of preschool children's transformation from egoism to object consciousness, the appearance of concept map is inevitable. However, we also found that teachers and parents played a role in fueling this. Because it is difficult to produce "good" works by relying on preschool children's own ability and spontaneous discovery, in order to "produce early results", teachers often adopt a simple copying method, draw pictures expected by adults with children's hands, and copy them constantly, which leads to children's rigid thinking and loss of interest and ability in exploration and learning. Children's books, workbooks and cartoons on TV, which are flooding the market in the society, provide painting examples for children. As a result, a large number of children have lost their original innocence. Some children's paintings, after being processed by adults and pretending to be "naive", still make people feel that they have lost their true childlike interest.
(3) Instilling is still widely used in teaching methods. In art education, children are taught to copy and draw various shapes with simple geometric shapes as the standard model. Teachers are the center of artistic activities, and the images provided by teachers are children's models, which cultivate almost the same patterns without "self" and "feeling". In order to find a large number of patterns for children to copy, "stick figure" came into being, and its influence almost swept across the country, opening the door for indoctrination. Now, the advantages and disadvantages of "stick figure" are still in heated debate. In our opinion, the fundamental problem lies in the concept of education, what kind of children we should cultivate and instill them directly with various schemata provided by stick figures. On the surface, children's pictures are rich in content. However, when children learn passively, the paintings they draw are patterned, replacing their feelings, thinking and imagination, making them lose their sensitivity to the surrounding things, losing their own painting language and personality style, and most importantly, killing their potential creativity and destroying their sense of self-creation.
Second, our thoughts on the reform of preschool art education
Combined with the present situation of children's art education in China, the author makes a deep thinking on the guiding ideology, educational objectives, educational contents and educational methods of education. In the process of implementing art comprehensive education, art education has also carried out comprehensive innovation, which is summarized as follows:
1, focusing on cultivating deep aesthetic psychological structure
The diversity and richness of the contents and forms of art education provide rich aesthetic objects and exploration stimuli for children's aesthetic psychological construction. Children use aesthetic senses in artistic activities, on the basis of genetic acquisition and the original psychological structure formed in previous practice, through assimilation, form isomorphic or heterogeneous isomorphic relationships, blend in with new artistic objects, enrich the original psychological structure, or adapt to the comparison, analysis and synthesis of old and new information, enrich, reorganize and reconstruct the original psychological mechanism, so as to make it undergo qualitative changes. The aesthetic psychological structure is internalized in the way of systematic structure, precipitated in people's psychology, and forms the overall structural system of aesthetic psychology. Art education can help children to have a comprehensive and systematic aesthetic perception and form a complete psychological structure. Artistic practice makes children have aesthetic needs and form a specific aesthetic personality. Only through long-term artistic edification, artistic practice and aesthetic environment can an ordinary person construct and develop a relatively perfect individual aesthetic psychological structure and become a person who appreciates and creates beauty. In this sense, art education is a personality education that shapes individual aesthetics and creates beauty.
(1) Cultivate a keen sense of beauty.
Children's aesthetic consciousness and characteristics;
One is intuition. Children's understanding of things is characterized by their overall dependence on perceptual experience. What they think about is what he saw, heard and touched.
The second is honesty. Children's perception of things is from generality to differentiation. The material that children's vision and perception master at the beginning is the general structure of the whole thing. First of all, we should know the tree, and then further understand that it is a whole composed of trunk, branches and leaves.
The third is identity. Children tend to personify the world, regard everything outside as as vital as themselves, and think that everything they feel can be felt by everything. As a visual art, art is the most powerful means to enhance perception. Through artistic activities, we can cultivate the sensitivity, activity and control of children's aesthetic organs and activate children's ability to feel the unique form of life. For example, when we see fire, we will feel very warm, and when we see moonlight, we will feel very quiet and gentle. Children's perceptual ability is stronger than that of adults because they are not disturbed by rational thinking. Another example is a circle. Children will say "This is the sun" and "This is the button", while adults may stare at it and pay attention to its curvature and irregularity. From this we can infer that children are more like artists. They express their feet according to the lines, shapes and rhythms obtained from the feeling of his inner flow.
According to the above analysis, in the content design of art education, we should pay more attention to guiding children to experience and feel the phenomenon world, and use aesthetic intuition to strengthen children's perception of the inclusive style of things. For example, the line exercise topic "light rain and heavy rain" organized by us not only requires children to draw rain lines, but more importantly, to experience the feeling of darkness when it rains heavily. Inspire children to express this experience with thick or thin lines or light or heavy colors.
(2) Cultivate rich aesthetic feeling
In artistic activities, only by permeating a lot of emotional factors can children's paintings move from natural expression to artistic expression, and strong emotional experience is the driving force of children's inspiration. Because aesthetic pleasure comes from the self-expression of life, artistic activities occur in the process of life experience, and the form and content of artistic activities must be full of vitality and moderate tension in order to obtain the dynamic balance of life. Use the opposition and contradiction between subject and object to stimulate children's desire to explore. Such as "movement and stillness, courage and cowardice, happiness and sadness" and other obvious differences, make children in a completely opposite mental state, and arouse emotion and beauty out of unconscious impulses. For example, on the topic of "injection", all children have personal experience. When giving injections, they should not only face the reality bravely, but also have uncontrollable pain. The child's expression of distress and fear on the screen is a portrayal of his heart. In art education, teachers make full use of the functions of IL on children, such as happiness and sadness, victory and failure, courage and cowardice, and struggle causes strong aesthetic experience.
(3) Explore and cultivate children's aesthetic creative potential.
Children have the potential to express themselves. Because of their young age and incomplete understanding, they often mix things with different characteristics and attributes without effort, forming new, unrealistic and weird phenomena. They rely on intuition, instant questioning and sincere feelings to express things, so they are closer to image metaphor than adults. 1.5-year-old children will associate "light rain" with "noodles". A 3-year-old child can make a beautiful picture even if he doodles unintentionally. After observing the whole process of frying eggs, I can draw a wonderful and vivid work with the unexpected gradient of purple, orange, blue and dark colors of adults. This accidental success means that children understand and use color symbols.
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