Teacher Response Research In Middle School Children's Art Appreciation Activities

Children’s aesthetic activities are their free and true life activities,Children can accumulate aesthetic experience in aesthetic activities.In kindergarten, children’s aesthetic activities rely on children’s aesthetic education.Aesthetic education is the education of children in accordance with the principle of beauty, through a variety of media aesthetic education, to improve their aesthetic object of appreciation and creation ability, construct the aesthetic psychological structure, so as to achieve the perfect process of individual personality.Therefore, in aesthetic education, the acquisition and development of children’s aesthetic experience is deeply influenced by teachers.Art appreciation is the main aesthetic activity in kindergarten, which is an important part of aesthetic education,However, the appreciation of art is also a weak part in art education.In order to support the acquisition of children’s aesthetic experience, this study conducted a study on the response of teachers in kindergarten art appreciation activities.In this study, the middle class in a kindergarten art appreciation activities in response to teachers as the research object, the research methods of interactive discourse analysis.First of all, the art appreciation activities interact is divided according to the aesthetic psychological characteristics of prominent expression, divided into intuitive aesthetic experience, aesthetic perception, aesthetic imagination, aesthetic emotion and aesthetic understanding of six kinds of aesthetic interaction.Then exploring the form, structure and expression of aesthetic interaction.lastly unscrambling teachers how to support the development of children’s aesthetic experience.The thesis consists of four parts: introduction, The first chapter, the second chapter and the third chapter.The introduction includes the reasons for choosing the topic, the significance of the research, the related research and the research design and so on .In the first chapter. Researcher describes the teacher response from the perspective of quantification, and finds out that the teacher responds to the children mainly by asking questions, Statement and exclamation;The five types of aesthetic interaction teachers have different characteristics of the response.The second chapter carries on qualitative analysis to the teacher’s response in the aesthetic interaction.First of all, unscrambling the statement, question and exclamation of these three ways to respond to the interpretation of teachers,and then focus on teachers how to support the development of children’s aesthetic experience.The research starts from the existing experience of children in different aesthetic interaction,Researching teachers’ response,It is found that the teacher’s non response is also a kind of support in the interaction of intuitive aesthetic experience.Teachers’response can be divided into four levels in children’s aesthetic imagination,and so on.In general, different aesthetic activities require teachers to choose different ways to respond to the development of children’s aesthetic experience.Then it analyzes the relationship between teachers and children in the aesthetic interaction.The third chapter presents the conclusion of this paper: In aesthetic interaction teachers mainly uses repetition and questioning to response the children.The teacher’s response is flexible,and the teacher’s response is the embodiment of the wisdom of teacher education.Finally,the paper puts forward some suggestions, but also the reflection of research.