绘画治疗在留守儿童美术教育教学中的应用与探究

发布时间：2018-12-28 16:34

【摘要】：尝试将艺术治疗引入学校的美术教育中,解决留守儿童所面临的突出心理问题。融入艺术治疗理念的美术课堂,能够引导学生发现自身问题,释放内心情绪从而抑制不良行为的发生,从根本上解决问题,最终使学生的身心得到协调发展。本文将从学校、团体及个人三个维度出发进行问题的探讨与应用。在学校层面探讨教师角色所注入的新源泉;在团体层面,参考团体心理动力模式,组成留守儿童小组,在小组中解决问题;而在个人层面,则以个体的需求为探讨依据,结合相关文献资料的整合及所做调查问卷所反馈的信息进行分析与整合,有针对性的进行教学的初步尝试。在研究过程中结合儿童绘画中的阶段性规律及皮亚杰儿童认知发展论,理论结合实际,为解决留守儿童的心理问题注入新源泉。在此基础上,尝试模式的推广及应用,适用于缓解普通学生的心理问题,论述艺术治疗在未来美术教学中的应用展望。在文章的架构中共分为四个章节:第一部分为本文的引言部分,从研究缘起、研究背景与意义、研究对象、研究方法以及创新之处开启研究论述。从团体的角度出发,综合运用文献研究法、问卷调查法及个案研究法对留守儿童的心理问题进行干预,丰富美术课程新内容,服务于教育的最终目的。第二部分为艺术治疗与艺术教育相关文献综述,在资料收集的基础上,总结艺术治疗的几大优势。以绘画治疗为主,论述艺术治疗与艺术教育的相互联系。结合玛考尔蒂儿童绘画发展的年龄特点与皮亚杰的儿童认知发展理论总结出儿童绘画的阶段性特征,规律的总结有助于我们在对实践中作出对比与参照。第三部分为艺术治疗在留守儿童美术教育中的应用探究,为本文的核心章节。在教师层面,论述美术教师角色定位的新源泉。在学生层面,基于心理动力性团体治疗概念,组建“留守儿童小组”定期在团体中开展美术教学活动。而在个体需求层面,则从留守儿童自身入手,对探究中的具体对象进行全方面的了解,在了解的基础上开展美术教学活动,结合教学过程中所出现的具体的问题,进行实践的分析与总结。第四部分为艺术治疗在未来艺术教育中的应用与展望。将融入艺术治疗相关内容的教学内容应用于普通美术课堂,探究其应用价值。以治疗为目的美术课程不仅在于对学生心理问题的有效干预,更发挥了学生的想象与创造力。
[Abstract]:This paper attempts to introduce art therapy into art education in schools to solve the outstanding psychological problems faced by left-behind children. The art classroom which integrates the art therapy idea can guide the students to find their own problems, release their inner emotions, restrain the occurrence of bad behavior, solve the problems fundamentally, and finally make the students' body and mind develop harmoniously. This paper discusses and applies the problems from three dimensions: school, group and individual. At the school level, the author probes into the new source of teachers' role, and at the group level, sets up a group of left-behind children to solve problems in the group, referring to the model of group psychological motivation. At the individual level, the individual needs of the basis, combined with the integration of relevant literature and questionnaire feedback information for analysis and integration, targeted teaching preliminary attempt. In the course of the study, combining the stage law of children's painting and Piaget's theory of cognitive development, combining theory with practice, the author injects a new source for solving the psychological problems of left-behind children. On this basis, the extension and application of the trial model can be used to alleviate the psychological problems of ordinary students, and the application prospect of art therapy in art teaching in the future is discussed. There are four chapters in the structure of the article: the first part is the introduction of this paper, from the origin of the research, research background and significance, research object, research methods and innovation to open the research discussion. From the point of view of the group, the methods of literature research, questionnaire investigation and case study were used to intervene the psychological problems of left-behind children, to enrich the new contents of art curriculum and to serve the ultimate purpose of education. The second part is the literature review of art therapy and art education. Based on painting therapy, this paper discusses the relationship between art therapy and art education. In combination with the age characteristics of the development of Makaldi's children's painting and Piaget's theory of children's cognitive development, the stage characteristics of children's painting are summed up, and the conclusion of the law is helpful for us to make a contrast and reference to the practice. The third part is the application of art therapy in the art education of left-behind children, which is the core chapter of this paper. At the teacher level, this paper discusses the new source of the role orientation of art teachers. At the student level, based on the concept of psychodynamic group therapy, a group of left-behind children was set up to carry out art teaching activities in the group regularly. At the level of individual needs, starting with the left-behind children themselves, we should understand the specific objects in the inquiry in all aspects, carry out art teaching activities on the basis of understanding, and combine with the concrete problems in the teaching process. Analyze and summarize the practice. The fourth part is the application and prospect of art therapy in the future art education. The teaching content of art therapy is applied to ordinary art classroom, and its application value is explored. Art course aimed at treatment is not only an effective intervention to students' psychological problems, but also exerts students' imagination and creativity.
【学位授予单位】：广西民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.955

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