| 幼儿绘本阅读教学的艺术同构策略 |
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| 引用本文： | 叶明芳.幼儿绘本阅读教学的艺术同构策略[J].学前教育研究,2011(6). |
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| 作者姓名： | 叶明芳 |
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| 作者单位： | 福建省厦门市莲龙幼儿园,厦门,361009 |
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| 基金项目： | 厦门市教育科学"十一五"规划立项课题 |
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| 摘 要： | 绘本一般借助于文字和图画共同讲述一个完整的故事,内容贴近幼儿生活,兼具文学性与艺术性,蕴涵着丰富的教育价值.利用绘本进行教学时,教师应努力利用其中的多元艺术表现形式,实现文学、音乐与美术形式的共通,以此深化和提升幼儿的绘本阅读经验与体验.具体而言,教师可以采取多样化情景创设、多元化表达表现、生活化行为迁移、多途径角色体验等策略进行艺术同构,激发幼儿阅读兴趣,促进幼儿与绘本的心灵对话和交流,提高绘本教学的效果.
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| 关 键 词： | 图画书 图画书教学 艺术同构 |
On the Art Isomorphism Strategies of Leading Children to Read Illustrated Books |
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| Ye Mingfang.On the Art Isomorphism Strategies of Leading Children to Read Illustrated Books[J].Studies In Preschool Education,2011(6). |
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| Authors: | Ye Mingfang |
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| Institution: | Ye Mingfang(Lianlong Kindergarten of Xiamen City,Xiamen 361009) |
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| Abstract: | Illustrated books are based on the picture and supplemented by the text,which are suitable for infant children to read.Illustrated books contain a variety of art forms,providing basis and conditions for the teacher to lead children to read by the art isomorphism.In the teaching of illustrated books,teachers should creat a variety of situations,encourage the children to express their livings and feelings,and experience roles by different ways.Then the children can communicate with various art forms and obtai... |
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| Keywords: | illustrated books teaching of illustrated books art isomorphism |
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