Research On Art Teaching Design Of Kindergarten Based On Constructivism Theory

Aesthetic education is aesthetic education,sentiment education,spiritual education,but also the education of enriching imagination and cultivating innovative consciousness,can enhance the aesthetic quality of the educatees,has the effect of edifying sentiment,warming the mind,stimulating the innovation and creation vitality,is the nerve system that conducts and runs through all the education.Kindergarten art teaching is an important way to cultivate children’s aesthetic sensibility,aesthetic appreciation,aesthetic expression and aesthetic creativity,and then improve their aesthetic quality and implement their humanistic education.The design of art teaching in kindergarten is an important guarantee to enhance the science,suitability and effectiveness of art teaching and improve the quality of art teaching in kindergarten.Constructivism holds that aesthetic appreciation is a dynamic process of self-active construction,and the role of teachers is to support children’s active construction of their own aesthetic structure.Starting from the theory of constructivism,the design of art teaching in kindergarten is regarded as an "open","dynamic" and "aesthetic" process,and the design of art teaching in kindergarten is constructed from the logical starting point of "kids-oriented".First of all,the research based on the constructivism theory,the constructivism theory as a guide for preschool art teaching design fundamental,to interpret the kindergarten art teaching from the four dimensions of design rational: first,young children as this is the logical starting point of the kindergarten art teaching design,in the fine arts teaching design must respect the principal position of children’s art learning,to inspire children’s art learning autonomy,arouse the enthusiasm of children’s art learning,respecting children’s art creativity,pay attention to children’s individual aesthetic.Second,the content of kindergarten art teaching design should be triple appropriate,that is,suitable for children’s proximal development area,suitable for children’s aesthetic psychological characteristics,suitable for children’s modern life.Third,kindergarten art teaching design is a process of dynamic generation,emphasizing the dynamic design of kindergarten art teaching design and generation in practice,and striving to seek the dynamic balance between preset and generation.Fourth,the kindergarten art teaching design should take "aesthetic education" as the ultimate aim,so that the art teaching design is attributed to the development and improvement of children’s aesthetic literacy.Secondly,the study entered four kindergartens of different levels to observe and record art teaching activities on the spot,interviewed 17 front-line teachers,analyzed 36 art teaching activities,investigated the whole process of art teaching design in kindergartens,and tried to accurately understand and grasp the status quo of art teaching design in kindergartens.The study found that the current kindergarten art teaching design where there is a lot of positive: kindergarten art teaching design concept is turning based on children’s development,and construct the content system of teaching design,the kindergarten art teaching design specification and orderly,the process of art teaching design to effects art literacy development.However,the research also found that there are difficulties in the practice of the concept of art teaching design in kindergarten art teaching design,the lack of suitability of the existing content of art teaching design in kindergarten art teaching design,the lack of creation and adjustment in the process of art teaching design,and the limited effectiveness of actual teaching of art teaching design in kindergarten.Then,according to the results of the reality investigation,the research analyzes the factors that affect the kindergarten art teaching design from three aspects: the art teaching design concept of different subjects,the art teaching expectation,and the teachers’ art teaching accomplishment.The divergence of ideas between teachers and parents,and between teachers and administrators,reduces the positive renewal of art teaching design concept of teachers,leading to difficulties in the practice of art teaching design concept.Parents’ utilitarian understanding of kindergarten art teaching,the restriction of activity theme on the selection of art teaching design content,and the expectations of kindergarten for the production of art teaching all lead to the deviation of the content of art teaching design in kindergarten.The teacher art teaching values are vague,the lack of basic knowledge of children’s development,the lack of basic knowledge of art,the lack of art teaching design ability leads to the lack of science and appropriateness of art teaching design.Finally,based on the analysis of the existing problems and influencing factors in the kindergarten art teaching design,the study puts forward the optimization path of the kindergarten art teaching design from the perspective of constructivism theory.First,the relevant subjects of the art teaching design should reach a consensus on the art teaching design and practice the concept of child-oriented education.Secondly,through highlighting the aesthetics of kindergarten art teaching design,supporting the dynamic adjustment of kindergarten art teaching design,optimizing the art teaching design process and improving the content system of teaching design by constructing the content of art teaching design from the standpoint of children’s development.Thirdly,it is necessary to improve the art teaching quality of teachers by cultivating the correct art teaching values of kindergarten teachers,enhancing the art teaching quality of kindergarten teachers,and strengthening the practice of art teaching in kindergarten,so as to realize the organic generation of art teaching.