目前,在幼儿美术教育中存在着两种既相互对立又相互联系的教学方式。其一是设定绘画的总体框架,过多强调基本功、技能技巧的训练,以临摹为主,一般由老师在黑板上画好范图,然后再让幼儿依葫芦画瓢,这种方式我们称之为“框架式”。其二是过分强调儿童的自然发展,放任自流,幼儿想怎么画就怎么画,至于主题思想、方式技巧,老师管得很少,这种方式我们称之为“涂鸦式”。这两种方式都存在着明显的缺陷。第一种方式产生的消极效果是造成儿童画的模式化、概念化,容易使幼儿在学画时陷入消极、被动、乏味的情绪之中,阻碍他们的思维和想象,扼杀他们潜在的创造意识。当然,我们指出这种方式存在的明显缺陷,并不等于要完全杜绝临摹“范画”的形式,重要的是教师 At present, there are two teaching methods that are both antagonistic and interrelated in children’s art education. One is to set the overall framework of the painting, too much emphasis on basic skills, skills and skills training to copy the main, usually drawn by the teacher on the blackboard paradigm, and then let children draw gourd, in this way we call It is “framed ”. The second is to overemphasize the children’s natural development, let it drift, children how to paint how to draw on how to draw, as the theme, the way the skills, the teacher rarely, this method we call “graffiti.” Both of these approaches have obvious drawbacks. The first method has the negative effect of causing children’s pictures to be patterned and conceptualized. It is easy for children to fall into passive, passive and boring emotions while learning to draw, hinder their thinking and imagination, and strangle their potential creative consciousness. Of course, we point out that the obvious flaw in this way does not mean that we must completely eliminate the form of copying “fan painting”. What is important is that teachers