Kindergarten Of Personalized Art Teaching Activities Action Research

This study originated from three reasons. At first, personal arts learning is a basic concept of art curriculum, secondly personalization is the requirement of Guidelines for Kindergarten Education(Trial) and finally the author reflect art teaching activities in kindergarten. Through inspecting and analyzing the literature and action research about art education, scope and directions of the research is confirmed to summatize the basic connotations of personalizing art teaching activities in the nursery. In this study, action research is used. The author gets into the actual site nursery, with Miss Li and Xu planning,practicing,evaluating and reflecting on art teaching in class A, thus summarizes strategise of design and implementation of personalized art teaching activities in nursery.The study is divided into two phases, the first phase is from mid-March 2010 to end August 2010, when the task mainly focused on completing to collect relevant literature, get into the study site, select object of study, establish research team, observe and analyze art teaching activities about 4 times in class A of nursery L, analyze the status quo of art teaching. The second phase focuses on exploring design and implementation of personalized art teaching activities. In September and Octorber 2010, in the L Nursery Class A 8 art activities is carried out.by reflection the 8 activitise, the author concludes some suggestions of art personalize teaching activities in the nursery, including the design of teaching content, of teaching procedures and of teaching forms. The author also concludes the implementation stragise and principles of personalized art teaching in the nursery, including the differentiation principle, the subjectivity principle, the diversification principle and the integration principles. This article bases on the ecological art education, which mainly concludes art perception and experience, creativity and performance, evaluation and reflection. From this point the implement strategies of personalized art teaching activities is summarized. Perception and experience strategies are: At first, selecting the objectives is to meet the aesthetic needs of children; secondly, changing the way of activities guide is to stimulate children to learn; Thirdly, integrating of a variety of experience ways is to stimulate children to imagine; Fourthly, setting questions of different levels is to encourage each child to participate; Fifthly, constructing the equal dialogue between teachers and children to guide children to explorate. Creation and performance strategies are:Firstly, to create appropriate creative environment; secondly, to provide a wealth of creative materials; thirdly, to provide the appropriate individual guidance. And the Reflection strategies:firstly, to focus on using random assessment; second, to diversify the main bodies of evaluation; thirdly, to value the show of achievement. In the course of the study the author also finds that some factors affect the personlized art teaching activities in the nursery, including teachers, teaching resources, teaching conditions and the attitudes of the parents. In the course of this study, children, co-teachers and author develop differently to a certain degree.