学前儿童审美想象的生成及其实现  

Generation of Preschool Children's Aesthetic Imagination and Its Implementation

作　　者：王任梅[1] WANG Renmei(School of Education,Central China Normal University,Wuhan 430079)

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《教育研究与实验》2025年第2期153-159,共7页Educational Research and Experiment

基　　金：中央高校基本科研业务费专项资金项目“家校社协同培育学前儿童审美想象能力的内在机理与实践路径”(CCNU24ZZ028)的研究成果。

摘　　要：审美想象是儿童在审美活动中基于对审美对象的审美知觉建构审美意象的过程及其所表现出来的能力。学前儿童的审美想象往往充满着无限的可能性,伴随着强烈的情感体验,易于达到物我两忘的境界。学前儿童的审美想象与审美感知、审美情感等其它审美心理要素相互作用、相互依存:基于审美感知提取丰富的审美表象,是儿童审美想象的前提;在情感驱动下加工改造审美表象,是儿童审美想象的过程;生成新的审美意象是儿童审美想象的结果。培育学前儿童的审美想象力,必须丰富儿童的审美表象,助力审美期待形成;引导儿童多感官通道参与,支持多维度对话,从而实现视域融合;培养儿童的情感体验,推动新的审美意象生成。Aesthetic imagination is the process and ability exhibited by children in constructing aesthetic images based on their aesthetic perception of aesthetic objects during aesthetic activities.Preschool children's aesthetic imagination is often full of infinite possibilities,accompanied by strong emotional experiences,and easy to achieve the realm of forgetting both the self and the world.Preschool children's aesthetic imagination interacts with aesthetic perception,aesthetic emotions,and other aesthetic psychological elements.Aesthetic perception,extracting rich aesthetic representations is the prerequisite for children's aesthetic imagination;emotionally driven,processing and transforming aesthetic representations is the process of children's aesthetic imagination;generating new aesthetic images is the result of children's aesthetic imagination.To cultivate preschool children's aesthetic imagination,it is necessary to enrich their aesthetic representations and assist in the formation of aesthetic expectations;guide children to participate through multiple sensory channels and support multidimensional dialogues,so as to achieve visual fusion;cultivate children's emotional experience and promote the generation of new aesthetic images.

关 键 词：学前儿童 审美想象 审美心理 审美教育 

分 类 号：G610[文化科学—学前教育学]