儿童艺术教育的发展现状与分析——以南京市省、市级示范园为例  

On Current Situation of Children’s Art Education and Analysis:Taking the Model Kindergartens in Nanjing as Examples

作　　者：王任梅[1,2] 边霞[2] 

机构地区：[1]湖北师范学院教育科学学院,黄石,435002 [2]南京师范大学教育科学学院．南京,210097

出　　处：《幼儿教育（教育科学）》2012年第4期5-10,共6页Early Childhood Education(Educational Sciences)

基　　金：教育部哲学社会科学重大攻关项目“国民艺术素养教育研究”(项目编号:09JZD0009);全国教育科学规划项目“中美学前教育的跨文化比较研究”(项目编号:DDA090187)的研究成果之一

摘　　要：本研究采取目的性抽样方法，对南京市14所省、市级示范园的60个艺术教育活动进行了现场观察与记录，以分析南京市省、市级示范园的儿童艺术教育发展现状。研究结果发现。南京市省、市级示范园的艺术教育打破了以往完全由艺术技能训练为主导的局面，渐渐重视幼儿的审美与体验，注重加强各艺术门类之间以及艺术与其他领域之间的有机融合，创设条件让幼儿感受、欣赏、参与、体验，启发幼儿探究、交往、表现、创造，为幼儿提供了较为丰富多样的材料。然而，当前儿童艺术教育在某种程度上还是存在诸如偏重艺术知识技能，强调教师权威，忽视幼儿探究体验，内容缺乏有机整合，环境相对封闭等问题。研究者认为。儿童艺术教育应确立可持续发展的教育目标，选择有机融合的教育内容，采取支持幼儿探究、体验的教育方式，建构平等对话的师幼关系，创设宽容开放的教育环境。The researchers observed and recorded 60 art education activities in 14 model kindergartens in Nanjing to analyze the current situation of children＇s art education. And it revealed that the art education in Nanjing model kindergartens, having broken the past tradition of focusing on skill training, showed increased concern on children＇s aesthetic experience and integration of branches of art as well as of art and other spheres, and children were enabled to feel, appreciate, participate and experience, and they were encouraged to inquire, socialize, express and create with various materials. However, to some extent, problems still existed such as overemphasis on art skill and teacher authority, neglect of inquiry, lack of organic integration of contents and relatively closed environment, etc.. The researchers hold that we should establish sustainable developing goals, choose integrated contents, adopt inquiry-supporting methods, construct equal-dialogue teacher-children relationship and more tolerant education environment.

关 键 词：儿童艺术教育 南京市 省级示范园 市级示范园 

分 类 号：G612[文化科学—学前教育学]