《纲要》下教师对幼儿美术教学的实践与思考——基于上海2所幼儿园的实证研究

The Practice and Reflection of Teachers' Teaching of Children's Art in the "Outline" ——An empirical study based on 2 kindergartens in Shanghai

本研究采用自然观察法,结合非结构式访谈法以及作品分析法以考察二期课改背景下,教师对幼儿美术教学的实践与思考。结果发现:教学中,教师仍惯于向幼儿提供范例以帮助他们提升美术技能,并且主张只有具备了基本的技能技巧,幼儿才能够创造性地表达自我。虽然在运用范例的同时教师也在积极探索有效策略以提升幼儿的创作兴趣,激发幼儿的创意思维,但是其"先有技能,后有创造"的观念确在一定程度上阻碍了幼儿美术教育教改的步伐。

This article reports findings of a study which aims to explicate preschool teachers` perspectives and experiences of teaching art by means of non-participant observations, semi-structured interviews and artwork analysis. An important aspect of the findings is the view that a teacher-led, skill-oriented instruction is still highlighted. Underpinning this approach was a belief that skill progressions facilitate later creativity. Although teachers are mindful of its limitation and have adopted alternative rituals of practice to enhance children`s enjoyment of learning and encourage their active discovery, it is worth noting however, that this belief of‘skill before creativity'presents challenges to the policy aspirations towards a more expressiveoriented art education.