幼儿时期在大脑中存储的物象模式具有很强稳定性,甚至能影响人的一生。儿童绘画后期,进入小学阶段中、高段的物象写实期,这种已形成的视觉图式往往会束缚了学生表现物象的方式,学生凭已建立的视觉图式表现物象,习作中人物、动物等形象单一。利用多种教学手段,让学生主动参与物象的观察、体验、领会、表现的过程,突破这此之前的原有视觉图式的影响,是拓宽学生思维空间、激发学生美术创作表现欲望的桥梁。图式这一概念最初是由康德提出的。在康德的认 Image patterns stored in the brain during early childhood are highly stable and can even affect one’s life. In the later stage of children’s drawing, the realistic image of the middle and high stages of entering the elementary school will be bound to the way students express their appearances. The students express their appearances through the established visual schema, and the characters and animals A single image. By using a variety of teaching methods, students can take the initiative to participate in the process of observing, experiencing, comprehending and expressing objects and breaking through the influence of the original visual schema before this. This is a bridge that broaden students ’thinking space and stimulate students’ desires of artistic creation. The concept of schema was first proposed by Kant. Recognition in Kant