黏土創意教學對於幼兒立體造形認知能力的影響

• Main Author: 黃兆伸
• Other Authors: 劉鎮洲
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/68095176262209589255

碩士 === 國立臺灣藝術大學 === 造形藝術研究所 === 90 === There are four purposes of this study: 1. To observe the development of young children''s perception; 2. To know the influence of creative clay teaching on the development of young children''s cognition of plasticity; 3. To know its influence on young children''s capability for plastic expressions; 4. To know the interaction between the cognition of plasticity and the capacity for clay modeling. Ultimately, this study aims to find out the changes in young children''s cognition of solid figures after they have received creative clay teaching and to provide the findings for teachers to refer to in their instruction. Based on the theories of clay teaching and plastic art psychology, a solid modeling and creative clay teaching program is designed for young children. First, basic geometrical figures modeled in clay are used as a fundamental research tool. Other tools include a checklist of young children''s perception development, a self-designed creative teaching program and a self-compiled intelligence structures test for evaluation purposes. Sixty young children aged five to six are chosen from the kindergarten affiliated with Takuan Elementary School, Panchiao City, Taipei County, as the subjects. The experimental method and personal interview method are adopted to explore the influence on young children''s cognition of plasticity. Then, the data collected go through the process of analysis, application and research. The results of this study can be concluded as follows: 1.The development of young children''s perception: In respect of vestibule balance, differentiation of the two sides of the cerebrum, tactile defensiveness, and the overall evaluation of perceptive integration, the results of the post-tests are remarkably better than those of the pre-tests in both the control group and the experimental group. 2.The influence on the development of young children''s cognition of plasticity: Young children''s cognition of plasticity can be divided into the plane and solid categories. In the category of plane figures, the precision of young children''s ability to recognize triangles, squares, circles and sectors can reach 80% and up. The performances of the young children in the experimental group in respect of CFU, NFU and DFT are remarkably superior to those of the young children in the control group. 3.The influence on young children''s capacity for plastic expressions: In respect of clay modeling, the young children in the experimental group tend to head towards solid completeness by producing toys and works of combined shapes. 4.The interaction between cognition of plasticity and capability for clay modeling: A higher degree of completeness can be found in the skills of the young children of the experimental group in modeling the clay. This shows that the plastic expressions of the young children in producing solid works are considerably influenced by their associative creativity. Creative teaching focuses on creative thinking. The young children come up with a diversity of ideas in the Question & Answer process, which lead to more works in the food and toy categories than those in other categories. It is found that in the context of creative teaching and learning, it will be easier for the young children to find their own way of learning.