中職幼師專業(yè)簡筆畫教學面臨的困境研究,職業(yè)教育論文

中職幼師專業(yè)簡筆畫教學面臨的困境研究,職業(yè)教育論文題目中職幼師專業(yè)簡筆畫教學面臨的窘境研究第一章第二章第三章第四章第五章總結/以下為參考文獻內容摘要兒童教育一直以來是人們比擬關注的話題，幼兒老師作為兒童接受社會教育的啟蒙導師，身上所承載的責任是不可估量的?，F前階段，我們國家絕大部分的一線幼兒老師都是由中等職業(yè)學校培養(yǎng)和輸送的，也有少部分來自于高校幼教專業(yè)。也就是講，中等職業(yè)學校幼師專業(yè)的人才培養(yǎng)形式和教育理念直接影響整個幼兒老師隊伍的素質，當然也就關乎全社會兒童的啟蒙教育。新中國成立后，中等職業(yè)教育也是經歷了一個彎曲復雜的發(fā)展歷程，在不斷的探索和實踐中，不斷改變，不斷完善，以適應這飛速發(fā)展的社會。中職幼師專業(yè)，又名學前教育專業(yè)，多年來也一直致力于為社會培養(yǎng)和輸送合格的幼兒老師而不懈努力著。本次論文是就中職幼師專業(yè)的簡筆畫教學展開的考慮，從學習簡筆畫這個角度來研究幼兒老師的培養(yǎng)與教育實踐問題。眾所周知，兒童繪畫能力的培養(yǎng)是兒童美育最直接的手段，這就要求幼兒老師美術教育要從真正意義上適應幼兒教育，培養(yǎng)他們的個性、審美能力、創(chuàng)造能力和合作意識，幫助幼兒初步構成正確的世界觀、人生觀和價值觀。當前，中職幼師專業(yè)以學習簡筆畫作為美術方面教育的主要手段之一，在很長一段時間里，中國幼兒老師職業(yè)資格認證考試中，三筆一畫這一項中的畫指的就是簡筆畫。由于簡筆畫是把生活中復雜的景與物用簡單易學又生動有趣的圖形概括和表現出來，這種造型特點符合兒童的心里特征和視覺經歷體驗，一直是孩子們非常熟悉、非常喜歡的一種繪畫方式。但是，經太多年的沉淀和實踐，我們發(fā)現傳統(tǒng)的兒童簡筆畫教學已經跟不上時代的腳步，幼兒老師能否將兒童簡筆畫的學習提高一個檔次，使之不僅能繼續(xù)引發(fā)兒童的繪畫興趣，同時又能擺脫以往僵化的教育手段，保衛(wèi)兒童的想象力和創(chuàng)造力，這應該是中職幼師專業(yè)的簡筆畫教學所面臨的緊迫問題。因而，提高簡筆畫教學操作的科學性和適用性，意義重大。此次針對中職幼師專業(yè)簡筆畫教學的研究首先從深挖簡筆畫的歷史起源，以及簡筆畫的繪畫特點入手，結合幼兒心理發(fā)展規(guī)律，由如何的簡筆畫的教學方式方法是最合適兒童的，進而延伸到中職幼師的簡筆畫教學。通過先調查簡筆畫的教學現在狀況，再根據實際情況研究改善對策，最后以煙臺一職幼師專業(yè)為試點，切實圍繞職校老師怎樣引導學生更好地把握簡筆畫的技巧，同時能在學習把握簡筆畫技法中培養(yǎng)發(fā)現美、創(chuàng)造美的能力，克制傳統(tǒng)簡筆畫教學對想象力，創(chuàng)造力的束縛等問題討論教學改革方案。本文關鍵詞語：簡筆畫，想象力，創(chuàng)造力，幼兒老師，幼兒美術AbstractChildreneducationisalwaysatopicofconcern,andpreschoolteacher,asanabecedarianteacherofchildrenwhoconductssocialeducationforchildren,carriesanimmeasurablemission.Atthepresentstage,mostofChinesefront-linepreschoolteachersarecultivatedandprovidedbysecondaryvocationalschoolswhileafewbythepreschooleducationmajorininstitutionsofhigherlearning.Inotherwords,thetalenttrainingmodeandeducationalconceptadoptedbysecondaryvocationalschoolsforkindergartenteachercultivationhasadirectinfluenceonthequalityoftheentirepreschoolteachertroop,andthereforeisrelatedtoelementaryeducationforthechildreninthewholesociety.SecondaryvocationaleducationhasundergoneatortuousdevelopmentcoursesincethefoundingofnewChina.Itischangedandperfectedconstantlyinnever-endinggropeandpracticetoadapttothisrapid-developingsociety.Secondaryvocationalkindergartenteacher-trainingspecialty,alsoknownaspreschooleducationmajor,hasbeenmakingunremittingeffortstocultivateandprovidequalifiedpreschoolteachersforthesocietyovertheyears.Thispaperdoesresearchintotheproblemofpreschoolteachertrainingandpracticefromtheperspectiveofstickdrawinglearningbasedonthinkingoverstickdrawingteachingforsecondaryvocationalkindergartenteacher-trainingspecialty.Asisknowntoall,thecultivationofchildrenspaintingabilityisthemostdirectmeansforaestheticeducationofchildren,andthisrequiresthatpreschoolteachersshouldconductanarteducationwhichreallyfitswithpreschooleducation,tocultivatepreschoolchildrenspersonality,aestheticjudgment,creativeabilityandcooperationconsciousness,andhelptheminitiallyshapeacorrectworldoutlook,outlookonlifeandoutlookonvalue.Atpresent,stickdrawingisadoptedforsecondaryvocationalkindergartenteacher-trainingspecialtyasoneofthemajormeansforarteducation.Forquitealongtime,intheexaminationforpreschoolteachersvocationalqualificationauthentication,thedrawinginthreewritingsandonedrawingreferstostickdrawing.Stickdrawinghaslongbeenadrawingwaywithwhichchildrenareveryfamiliarandofwhichtheyareveryfondsinceitcanhelpsketchcomplexlandscapesandobjectsinlifewitheasy-to-learn,livelyandinterestingfigures,which,asamodelingcharacteristic,fitsinwithchildrenspsychologicalcharacteristicsandvisualexperience.However,manyyearsofprecipitationandpracticeshowsthatthetraditionalstickdrawingteachingforchildrenisalreadyoutofstepwiththetimes,andthisshouldbeapressingissuefacedbystickdrawingteachingforsecondaryvocationalkindergartenteacher-trainingspecialtyastowhetherpreschoolteacherscanpushchildstickdrawinglearningtoahigherlevel,sothatnotonlyshouldchildrensinterestindrawingbearoused,butthepreviousrigidmeansofeducationshouldbecastoff.So,itisofgreatsignificancetoimprovingthescientificityandapplicabilityofstickdrawingteachingoperating.Theresearchonstickdrawingteachingforsecondaryvocationalkindergartenteacher-trainingspecialtystartedwithdeepexcavationofthehistoricaloriginofstickdrawingandthecharacteristicsofstickdrawing.Baseduponpreschoolchildrensmentaldevelopmentlaw,theresearchthenextendedtothestickdrawingteachingforsecondaryvocationalkindergartenteacher-trainingspecialtybydiscussingwhatstickdrawingteachingmethodwasmostsuitableforchildren.Throughasurveyonthecurrentteachingstatusofstickdrawing,aresearchofimprovementmeasuresaccordingtotheactualsituation,andapilotstudyonavocationalkindergartenteacher-trainingspecialtyinYantai,thepaperinquiredintoteachingreformplansaroundtheproblemsrelatedtohowvocationalschoolteacherscouldinstructstudentstobettermastertheskillsofstickdrawing,developanabilitytofindandcreatebeautyintheprocessoflearningandmasteringtheskillsofstickdrawing,toovercomethetraditionalstickdrawingteachingsstrangleholdonimaginationandcreativity.KeyWords:StickDrawing,Imagination,Creativity,PreschoolTeacher,PreschoolDrawing目錄致謝內容摘要Abstract目錄第一章緒論〔一〕研究內容與意義〔二〕研究思路和方式方法〔三〕文獻綜述及研究創(chuàng)新點第二章相關概念與理論基礎〔一〕簡筆畫的概述1、簡筆畫的概念2、簡筆畫的起源和發(fā)展3、兒童簡筆畫的特點〔二〕簡筆畫與兒童想象力，創(chuàng)造力的關系1、兒童心理發(fā)展規(guī)律2、簡筆畫與兒童想象力，創(chuàng)造力的關系〔三〕中職幼師生應該具備開拓性的思維方式1、幼兒老師對兒童美術啟蒙的根本價值2、中職幼師生應該具備的美術素養(yǎng)第三章針對煙臺地區(qū)中職幼師專業(yè)簡筆畫的教學現在狀況的調查研究〔一〕對煙臺第一職業(yè)中專幼師專業(yè)簡筆畫教學現在狀況的調查1、幼師專業(yè)學生就業(yè)的專業(yè)選擇情況2、幼師專業(yè)簡筆畫教學的知識體系3、幼師專業(yè)簡筆畫教學的課程設置4、幼師專業(yè)簡筆畫教學的評價方式〔二〕對萊陽師范學校幼師專業(yè)簡筆畫教學現在狀況的調查1、對萊陽師范學校幼師專業(yè)學生的問卷調查情況分析2、對畢業(yè)生所