摘要
本文以观察、教育叙事和个案分析为研究方法,考察了一个幼儿从出生到5岁的所有绘画作品生成的过程,探讨幼儿绘画认知能力发展特征。结果发现该幼儿绘画认知能力发展有如下特点:幼儿"画所知"能力略早于"画所见"能力,但画画的"知""见"能力是交替并进,相互促进的;幼儿绘画认知的心理结构最早表现为无具体内容的结构,其次是图式结构,而后提升到一般结构;如果从0岁开始给予孩子丰富的感觉刺激以及绘画表现刺激,孩子"画所知"和"画所见"能力的出现时间比罗恩菲德和吕凯等理论家提出的年龄要早至少2-3年。
The author uses observation, educational description and case study as research methods, and observes a child＇s all drawing production process from 0-5 years old and explores the child＇s cognitive capacity development characteristics. The conclusions are： The child＇s capacity of drawing something that he knows develops earlier than that of drawing something he sees, but the two capacities advance alternately;The psychological structure of the child＇s draws cognition has no details at first, then to schemata and advances to abstract strncture;The case study shows that if a child is provided with rich organ stimuli and aesthetic stimuli from his birth, the time that the capacity of drawing what he knows and what he sees is 2-3 years earlier than the age put forward by Lowenfeld and Luquet.
出处
《学前教育研究》
北大核心
2007年第11期23-26,共4页
Studies in Early Childhood Education
关键词
幼儿
绘画认知能力
发展特征
infant,drawing cognitive capacity,development characteristic
