【作者】 邓俊超；

【导师】 张卫民；

【作者基本信息】 湖南师范大学 ， 教育学原理， 2004， 硕士

【摘要】 我国教育学意义上的幼儿艺术教育始于19世纪末，至今也只有一百多年的历史。在20世纪90年代以前，幼儿艺术教育总体上发展缓慢，随后才进入一个新的阶段，但总体上依然存在一些问题。理论上，一味求新、割裂幼儿艺术教育的历史联系；操作上，偏执于两个极端：要么只注重幼儿艺术教育的技术性，要么过分陷于艺术教育的人文性，使艺术教育承载过多的道德负荷；另外，作为基础教育的组成部分的幼儿艺术教育在全国范围内的发展很不均衡。这就势必影响我国幼儿艺术教育的总体发展水平和可持续发展。对于我国幼儿艺术教育从整体结构到功能，从教育内容到教育方法存在的问题，如何才能把它们放在一起综合考虑，寻求一个统一的解决方案就成了幼儿艺术教育研究面临的一个新的挑战。生态学作为一门新兴的科学，正逐渐超出它最初的涵义，向其他学科领域包括幼儿艺术教育的领域延伸。生态学主要是研究活的有机体生存条件以及有机体与其赖以生活的环境之间的相互关系，但它所揭示的事物之间的规律对幼儿艺术教育很具有启发性。本文试图运用生态学的理论视野及其方法去研究幼儿艺术教育中存在的生态学关系，分析其环境、结构、功能和生态平衡的问题等。本文力图把幼儿教育作为个体放在更加宏大的教育和社会文化甚至经济政治背景下去研究，理论上为幼儿艺术教育的研究开辟新的领域，提供新的研究思路；实践上，为幼儿艺术教育的可持续发展提供指导和支持，有望为改变目前幼儿艺术教育中存在的一些问题提供新的视角和理论依据。本文共分为五章：第一章，阐述了生态学的发展趋势及其运用于幼儿艺术教育的可能性；第二章，运用生态学的方法，找出幼儿艺术教育的生态环境；第三章，从宏观和微观两个方面分析幼儿艺术教育的生态结构； 第四章，养的生态功能 第五章，平衡问题。探讨幼儿艺术教育中传递艺术信息和发展幼儿艺术素着重论述了幼儿艺术教育生态系统的核心问题即生态更多还原

【Abstract】 Formal preschool art education in our country began from late the 19th century.It was about one hundred years till now. Before 90s’ in the 20th century, preschool art education developed quite slowly on the whole and then it came into a new period. However, there still have been some problems in preschool art education to be solved. Due to persistent innovation, historical relations in preschool art education have been severed in theory. It also has been deviated on two extremes in practice either to emphasize techniques in preschool art education or to be bogged down in its humanities which make preschool art education bear too much moral responsibilities. Moreover, as the important part of basic education, preschool art education is developing unbalancedly throughout our country and this inevitably affect the whole development of preschool art education and its continuous development. Problems in our preschool art education from it structures to functions, from its contents to its methods make the researchers of preschool art education face the challenge how to put them togther and think about them comprehensively to seek a unified plan. Ecology as a new developing science, is gradually overstepping its initial meaning and permeating into other scientific fields. Ecology mainly researches the living conditions of living organisms and relations between them. But its laws about organisms and their environment enlightens the research of preschool art education. In this article, I try to use the ecological theories to research the ecological relations in preschool art education, and analyze their forms and functions. I also consider preschool art education as an organism under the background of our education and culture, even our social economies and politics. Thus, my research would probably exploita new field and provide a new train of thought for our preschool art education in theory research, on the other had, it can direct and support the continuous development of child art education and can also provide a new field of vision and theoretical basis to solve the problems in our preschool art education nowadays.更多还原