摘要
从接受美学的视角看幼儿艺术教育,就应从"接受者中心"出发,以"期待视域"为基础实施幼儿艺术教育;就应在"第二文本"之上拓展幼儿艺术教育,教师要将"幼儿与作者、文本的对话"与"幼儿、教师、文本之间的对话"区别开来,在文本的"空白"与"未定点"上有所作为,以让幼儿艺术教育走向"主体间性"。
This paper discussed early childhood art education from the perspective of reception aesthetics. It put forward that, to implement early childhood art education, teachers should set out from the idea of "recipient-centered", base on child's "horizon of expectation", and extend art education above "the second text". Leading children to imagine the "blank" and "vague" of text is to make early childhood art education move towards "inter-subjectivity".
出处
《学前教育研究》
CSSCI
北大核心
2014年第12期55-57,共3页
Studies in Early Childhood Education
基金
教育部人文社会科学规划基金项目"幼儿教师流动问题与对策研究"(编号:11YJA880142)的阶段性研究成果
关键词
接受美学
幼儿艺术教育
主体间性
reception aesthetics, children art education, inter-subjectivity