자극을 통한 학습자 중심의 다각화 표현을 위한 미술 프로그램 연구
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 한국조형교육학회
ㆍ수록지정보 : 조형교육 / 20권
ㆍ저자명 : 박라미, 이광미
ㆍ저자명 : 박라미, 이광미
목차
Ⅰ. 서론Ⅱ. 현대 미술교육 이해와 구성주의
Ⅲ. 미술교육에서 자극과 다각적 표현
Ⅳ. 자극 설정을 위한 어린이 발달 단계의 이해 - 초등 저 학년 중심으로 -
Ⅴ. 자극이 있는 다각적 표현을 위한 미술교육프로그램 실제
Ⅵ. 교육적 자극이 있는 다각적 표현 실기 지도 후 성취도 연구
Ⅶ. 결론
【참고문헌】
ABSTRACT
영어 초록
The 21st century is the uncertainty period of post-modernism to break from center, and creative coping ability is required for society members.Creative coping ability to be period demand is possible when learners are respected and the multilateral thinking of learners may be developed in education. Fine art education enables this multilateral and creative thinking.
Especially, the fine art for children has close relation with the growth of children. This is the expression of inside of them, and it is not moved in accordance with the logic and system planned or defined by adults.
Thinking and expression should be able to be reflected for themselves multilaterally through educationally desirable stimulus. Though the expression of children becomes similar to that of adults, it is insignificant to see it from the context to be same as the fine art of adults. So, in the fine art of children, the recognition and acceptance of the undifferentiation and independence are necessary.
Nevertheless, in the actuality of fine art, the viewpoint of fine art which is applied to adults is applied to children still. This means that the motivation of fine art activity which is given to learners leaves something to be desired as the general and comprehensive motivation and the fine art activity that teachers lead than the concrete motivation stimulus to consider children.
This actuality gets to show as dependent fine art activity than creative fine art activity with uniform and conceptual expression, and it is difficult to express the expression of multilateral thinking.
So, as for the thesis subject that this researcher tries to handle in this thesis, this researcher tries to present the lesson model for active understanding and the coping by understanding the development stages of children and stimulating the diversified thinking to be latent in learners through the educational stimulation of concrete fine art activity.
As for the study contents, this researcher motivated concretely with flat domain, 3-dimensional-domain, and educational stimulus and presented the sensitivity to be based on it.
As the result, it could be seen that educational concrete stimulus could derive multilateral thinking and expression than definitive concept and expressions and enables the active spontaneous understanding of children and that the coping appears differently per every learner and the expression is different.
Motivation in fine art education may move the active thinking of earners when it is given to learners through concrete and continuous education stimulus than when it is made under the initiative of teachers.
The conversion of recognition of necessity of concrete stimulus is necessary than whole and comprehensive motivation to consider learners.
As for the fine art for children, the fine art to think and the fine art of infinite domain expansion are necessary now. AIl these necessities should be able to be understood and discovered by children actively for themselves through educational stimulus.
These situations in the fine art activity to be caused by educational stimulus will be the base manure that a little more active coping is possible in the 21st century, and they wiII appear in their life after being feedback multilaterally when children become adults.
참고 자료
없음태그
"조형교육"의 다른 논문
글쓰기활동이 미술표현활동에 미치는 영향 연구26페이지
중국 道家의 無爲自然사상과 조선시대 民藝美의 공통적 특징에 대한 비교 연구36페이지
유아 찰흙활동 지도방법에 관한 모색28페이지
북한미술 현황 연구20페이지
黃賓虹의 美術敎育 思想 硏究14페이지
통일교육을 위한 미술교과 교수 · 학습 방법 연구32페이지
미술교육의 새로운 과제: 현대 미술교육26페이지
Arts Propel 교수학습 이론에 따른 한국불교미술문화 감상의 창의성 프로그램 모형27페이지
미국의 최근 사례로 본 인터넷을 활용한 미술교육20페이지
제6차와 제7차 미술과 교육과정 목표에 관한 연구16페이지