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近些年来,我们上海市实验幼儿园对在园幼儿实施了“人格建构工程”。其中,对幼儿实施的审美教育(美的环境陶冶、情感陶冶和文化陶冶),是“人格建构工程”中的一个重要组成部分。人天生就是爱美的,并终其一生在追求美,在幼儿期就给予幼儿审美教育,能为幼儿健康人格的形成奠定坚实的基础。我们在将审美教育纳入幼儿人格建构工程时,清醒地认识到,对幼儿实施审美教育决不意味着只是让幼儿按照教师的旨意和要求去操琴练舞、习字学画。我们认为,那些含着泪花在练习弹琴或者在训斥声中练习绘画的幼儿是不可能在真正意义上满足审美需要
In recent years, Shanghai Experimental Kindergarten has implemented “Personality Construction Project” for preschool children. Among them, aesthetic education for young children (beauty of the environment, emotional cultivation and cultural cultivation), is an important part of “personality construction project.” People are born beautiful, and the pursuit of beauty throughout their lives, give early childhood aesthetic education in early childhood, can lay a solid foundation for the formation of healthy children’s personality. When we incorporate aesthetic education into the construction of early childhood personality, we clearly realize that implementing aesthetic education for young children in no way means that young children should only practice their instruments and practice their learning in accordance with the teachers’ wishes and requirements. We think it is impossible for toddlers with tears to practice playing the piano or practice painting in reproach to satisfy aesthetic needs in a real sense