学前儿童对图画作者的情绪状态及特质与其作品关系的认知
发布时间：2019-05-08 08:35
【摘要】： 随着“读图时代”的到来，培养从小就具有视觉艺术素养的公民，已成为时代对早期教育提出的要求。了解学龄前儿童对图画作者的情绪状态、人格特质与其作品关系的认知，把握其发展过程、趋势和影响因素，有助于我们更全面、更深入地了解儿童审美心理的发展，为学前儿童美术学习和发展标准的制定提供借以参考的依据，同时也有助于将儿童对他人状态和特质的理解进行比较，更有效地指导幼儿园的教育实践活动。 本研究在前人研究的基础上，设计了两个实验，考察儿童对图画作者及其作品关系的认知。同时，本研究还结合儿童的口语报告及其行为反应分析了儿童在实验任务中的策略运用。 实验一以3.5—5.5岁的儿童为参与者，随机选取上海市区四所普通幼儿园里的100名儿童，通过线条、颜色和内容任务考察儿童对图画作者作画状态与其作品间关系的认知，讨论影响儿童理解图画作者情绪状态的因素。 实验二以5—6岁儿童为参与者，随机选取上海市区两所普通幼儿园的120名儿童，通过风格范例条件和特质故事条件考察儿童对图画风格(粗犷—细腻，幻想—现实)以及图画作者特质的理解，，并探讨影响儿童风格和特质认知的因素。 研究结果表明： (1) 3.5岁儿童已能借助动作、声音和表情等线索识别他人的情绪状态，对积极情绪的识别成绩高于对消极情绪的识别成绩，但他们尚无法把握图画作者的情绪状态与其作品间的关系； (2) 4.5岁儿童已经能够初步把握图画作者的情绪状态与图画间的关系，但对图画传递的情绪信息的认知受其具体表现形式(颜色、线条、内容)的影响，且儿童对图画作者情绪状态与图画间关系的把握显示了性别间的差异； (3)儿童对图画的颜色、内容和线条等审美要素所隐含的情绪线索的认知在学前期发展迅速，但对各要素的认知发展表现出不均衡性，对颜色和内容的认知发展略早于线条； (4) 5岁儿童已能初步感知图画的某些风格，但在选择风格线索上还存在困难； (5) 6岁儿童对图画风格识别的精确程度显著高于5岁儿童； (6)儿童对图画作者的特质与作品间联系的理解在5—6岁间有较大发展，经历了从随机匹配到效价匹配再到特质匹配的发展过程。 最后，在研究发现的基础上，本文对幼儿园美术活动的设计和开展进行了思考，提出了相应的建议，并讨论了支持儿童对他人情绪状态和人格特质理解的有效途径。
[Abstract]:With the arrival of "the age of reading pictures", the cultivation of citizens with visual art literacy from an early age has become the demand of the times for early education. It is helpful for us to understand the development of children's aesthetic psychology more comprehensively and deeply by understanding the pre-school children's cognition of the author's emotional state, personality traits and the relationship between his works and his works, and grasping the development process, trends and influencing factors of the development of children's aesthetic psychology. It provides a reference basis for the establishment of art learning and development standards for pre-school children, and also helps to compare children's understanding of the state and characteristics of others, so as to guide the educational practice of kindergartens more effectively. On the basis of previous studies, two experiments were designed to investigate children's cognition of the relationship between the author and his works. At the same time, this study also analyzed the children's strategy application in the experimental task based on the children's oral report and their behavioral responses. In the first experiment, taking 3.5-5.5-year-old children as participants, 100 children from four ordinary kindergartens in Shanghai were randomly selected to pass through the lines. The task of color and content examined the children's cognition of the relationship between the painting state and their works, and discussed the factors influencing the children's understanding of the emotional state of the author. In the second experiment, 120 children from two ordinary kindergartens in Shanghai were randomly selected with 5-6-year-old children as participants, and the children's picture style (rough-delicate) was examined by means of stylistic model conditions and idiosyncratic story conditions. Fantasy-reality) and the understanding of the author's traits, and explore the factors that influence children's style and trait cognition. The results show that: (1) 3.5-year-old children have been able to identify the emotional state of others with clues such as movement, voice and expression, and the recognition of positive emotion is higher than that of negative emotion. However, they still cannot grasp the relationship between the emotional state of the pictorial author and his works; (2) 4.5-year-old children have been able to grasp the relationship between the emotional state of the pictorial author and the picture, but their cognition of the emotional information transmitted by the picture is subject to their specific forms of expression (color, line, etc.) Content), and children's grasp of the relationship between the emotional state of the pictorial author and the picture shows the difference between the sexes; (3) Children's cognition of emotional clues implied by the aesthetic elements of picture, such as color, content and line, developed rapidly in the pre-school period, but the cognitive development of each element was unbalanced. The cognitive development of color and content is a little earlier than that of line; (4) 5-year-old children have been able to initially perceive some styles of pictures, but there are still difficulties in choosing style clues; (5) the accuracy of picture style recognition in 6-year-old children was significantly higher than that in 5-year-old children; (6) Children's understanding of the relationship between the characteristics of pictorial authors and their works developed greatly between the ages of 5 and 6, and experienced a process from random matching to potency matching and then to trait matching. Finally, on the basis of the research findings, this paper considers the design and development of kindergarten art activities, puts forward corresponding suggestions, and discusses the effective ways to support children's understanding of other people's emotional states and personality traits.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G613.6
本文编号：2471760
[Abstract]:With the arrival of "the age of reading pictures", the cultivation of citizens with visual art literacy from an early age has become the demand of the times for early education. It is helpful for us to understand the development of children's aesthetic psychology more comprehensively and deeply by understanding the pre-school children's cognition of the author's emotional state, personality traits and the relationship between his works and his works, and grasping the development process, trends and influencing factors of the development of children's aesthetic psychology. It provides a reference basis for the establishment of art learning and development standards for pre-school children, and also helps to compare children's understanding of the state and characteristics of others, so as to guide the educational practice of kindergartens more effectively. On the basis of previous studies, two experiments were designed to investigate children's cognition of the relationship between the author and his works. At the same time, this study also analyzed the children's strategy application in the experimental task based on the children's oral report and their behavioral responses. In the first experiment, taking 3.5-5.5-year-old children as participants, 100 children from four ordinary kindergartens in Shanghai were randomly selected to pass through the lines. The task of color and content examined the children's cognition of the relationship between the painting state and their works, and discussed the factors influencing the children's understanding of the emotional state of the author. In the second experiment, 120 children from two ordinary kindergartens in Shanghai were randomly selected with 5-6-year-old children as participants, and the children's picture style (rough-delicate) was examined by means of stylistic model conditions and idiosyncratic story conditions. Fantasy-reality) and the understanding of the author's traits, and explore the factors that influence children's style and trait cognition. The results show that: (1) 3.5-year-old children have been able to identify the emotional state of others with clues such as movement, voice and expression, and the recognition of positive emotion is higher than that of negative emotion. However, they still cannot grasp the relationship between the emotional state of the pictorial author and his works; (2) 4.5-year-old children have been able to grasp the relationship between the emotional state of the pictorial author and the picture, but their cognition of the emotional information transmitted by the picture is subject to their specific forms of expression (color, line, etc.) Content), and children's grasp of the relationship between the emotional state of the pictorial author and the picture shows the difference between the sexes; (3) Children's cognition of emotional clues implied by the aesthetic elements of picture, such as color, content and line, developed rapidly in the pre-school period, but the cognitive development of each element was unbalanced. The cognitive development of color and content is a little earlier than that of line; (4) 5-year-old children have been able to initially perceive some styles of pictures, but there are still difficulties in choosing style clues; (5) the accuracy of picture style recognition in 6-year-old children was significantly higher than that in 5-year-old children; (6) Children's understanding of the relationship between the characteristics of pictorial authors and their works developed greatly between the ages of 5 and 6, and experienced a process from random matching to potency matching and then to trait matching. Finally, on the basis of the research findings, this paper considers the design and development of kindergarten art activities, puts forward corresponding suggestions, and discusses the effective ways to support children's understanding of other people's emotional states and personality traits.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G613.6
【引证文献】
相关硕士学位论文 前2条
1 徐启丽;学前儿童对于图画作者意图的认知发展及教育启示[D];华东师范大学;2008年
2 陈多才;儿童对特质与情境交互作用理解的发展研究[D];新疆师范大学;2012年
本文编号：2471760
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