非指导性视角下幼儿绘画教学的异化与回归  

Alienation and Return in Children’s Painting Teaching from Perspective of Nondirective

作　　者：何秀梅 李雪平 HE Xiumei;LI Xueping(Education College,China West Normal University,Nanchong 637000;Preschool and Primary Education College,China West Normal University,Nanchong 637000,China)

机构地区：[1]西华师范大学教育学院,四川南充637000 [2]西华师范大学学前与初等教育学院,四川南充637000

出　　处：《宁波教育学院学报》2024年第1期37-41,共5页Journal of Ningbo Institute of Education

摘　　要：罗杰斯非指导性教学理论的内在意蕴是激发学生潜能,紧密联系实际,采用无结构教学法,构建和谐师生关系,注重学生自主评价,培养自我实现的人。与非指导性教学理论的要求相比,当前幼儿绘画教学在绘画教育目标重技能、内容高设计性、方法单一、环境压抑、评价成人化等方面出现异化样态。从非指导性视角出发,为了让幼儿绘画教学回归绘画本身,需要整合教学内容,保持绘画天性;灵活运用教学方法,点燃绘画热情;注重幼儿主体性,激发绘画潜能;引导幼儿自主评价,进行绘画反思;营造美的氛围,培养美的情感。The inherent implication of Rogers’s non-directive teaching theory is to stimulate students’potential,connect closely with practice,adopt unstructured teaching method,construct harmonious teacher-student relationship,pay attention to students’self-evaluation,and cultivate self-actualized people.Compared with the demand of non-directive teaching theory,the present preschool painting teaching has the dissimilation appearance in such aspects as emphasizing skill,high design of content,single method,environment suppression and adult evaluation.From the perspective of non-guidance,we should integrate the teaching contents,keep the nature of painting,use the teaching methods flexibly,ignite the passion of painting,pay attention to children’s subjectivity,stimulate the potential of painting,guide children’s independent evaluation,to reflect on painting,to create a beautiful atmosphere,to cultivate the emotion of beauty,so that children painting teaching returns back to painting itself.

关 键 词：罗杰斯 非指导性教学 幼儿绘画教学 

分 类 号：G613[文化科学—学前教育学]