绘画情境教学对学前儿童创造想象的影响研究

The Influence of Painting Situation Teaching on Preschool Children's Creative Imagination

选取桂林市省级示范园J幼儿园的两个大班,分为实验组和对照组。每组随机抽样选30名幼儿作为实验的被试,其中各组男生、女生均为15名,平均年龄为5.53岁。研究采用单因素被试间设计,在实验前和实验后采用填补成画测查被试的想象力得分,利用实验法对实验班进行为期5周的绘画情境教学的实验。研究发现,情境教学应用于大班绘画活动可以有效地促进幼儿的创造想象新颖性的发展。这启示教师运用情境教学开展绘画活动时:绘画内容应以幼儿周围的世界为源泉;运用多途径为儿童提供新颖的视觉信息刺激以吸引儿童的兴趣;对儿童使用开放式提问、追问或者儿童互问等方式,支持幼儿对细节的观察和思考,以期发展儿童的创造想象。

This study selected two senior grade of kindergarten in Guilin,provincial Model Kindergarten,and divided them into experimental group and control group.Each group randomly selected 30 children as the subjects of the experiment,including 15 boys and goddess students,with an average age of 5.53 years old.The study adopts a single factor design between subjects.Before and after the experiment,the students’imagination scores are tested by filling up pictures.The experiment is conducted on the experimental class for five weeks.The research finds that the application of situational teaching in painting activities of senior grade of kindergarten can effectively promote the development of children’s creative imagination novelty.When teachers use situational teaching to carry out painting activities,the contents of painting should take the world around children as the source;they should provide children with novel visual information stimulation through multiple ways to attract children’s interest;they should support children’s observation and thinking of details through open questioning,questioning or mutual questioning,so as to develop children’s creative imagination.