幼儿园浸润式美育的实践路径  

The Practice Path of Kindergarten Immersive Aesthetic Education

作　　者：陈建超[1] 吴敏 CHEN Jianchao;WU Ming(Fujian Institute of Education Research,Fuzhou 350003 China;Minjiang Teachers College,Fuzhou 350007 China;Minjiang Teachers College Experimental Kindergarten,Fuzhou 350007 China)

机构地区：[1]福建省教育科学研究所,福州350003 [2]闽江师范高等专科学校,福州350007 [3]闽江师范高等专科学校附属实验幼儿园,福州350007

出　　处：《学前教育研究》2024年第12期88-91,共4页Studies in Early Childhood Education

基　　金：全国教育科学“十四五”规划2022年度教育部重点课题“基于生态系统理论的幼儿园浸润式审美教育实践研究”(课题批准号:DHA220508)。

摘　　要：幼儿园浸润式美育蕴含生态思维,具有渗透性、过程性、全面性等特征,它可以在潜移默化中促使幼儿实现自由生长和完整发展。幼儿园可通过整合多元美育资源、探索多重美育形式等方式将审美教育渗透于幼儿的一日生活之中,为幼儿营造一个真正意义上的浸润式美育环境,让其在与自然、社会及文化的互动中感知美、体验美、表达美和创造美。The immersive aesthetic education in kindergarten contains ecological thinking,which is permeable,process-oriented,comprehensive,etc.It can promote children to realize free growth and complete development in a subtle way.Through integrating multiple aesthetic education resources and exploring multiple aesthetic education forms,kindergartens can infiltrate aesthetic education into children’s daily life,and create a real immersive aesthetic education environment for children,so that they can perceive,experience,express and create beauty in the interaction with nature,society and culture.

关 键 词：幼儿园美育 浸润式美育 生态思维 

分 类 号：G612[文化科学—学前教育学]