主题“城市中的水”历时一个月。如果将其中与美术有关的几次活动与传统的美术教学活动相比,我们会发现它除了在组织形式上更为多样、灵活以外.最根本的区别是它打破了领域边界。如“绿地参观”,幼儿既散步、观察、游玩,又写生;“水的用处”,是涂色活动,是个人经验的交流,也是不同认识的争论;“水的宣传画”,有大量的讨论,有创作宣传画的过程,又有创编广告词的交流。这些活动是语言活动、科学活动还是美术活动?都是,又都不是。在这里,我们已经看不见单一学科教学的影子。在本次活动中,孩子们十分投入,他们个个自信而快乐。教师很少对他们的活动进行干预,更像他们的帮手。不断为他们提供材料,补充用具。在高品质的审美环境的熏陶下.幼儿有了更多的贴近实际生活的审美体验,满足了主动表达个人经验的需要,艺术表现能力也得到了明显提高。 The theme “Water in the city” lasted a month. If we compare several art-related activities with the traditional art teaching activities, we find that apart from being more diverse and flexible in organizational form, the most fundamental difference is that it breaks the boundaries of the field. Such as “green space visit”, children have to walk, observe, play, and sketch; “water use” is a coloring activity, is the exchange of personal experience, but also a different understanding of the debate; “water poster”, a large number of Discussion, a process of creation of posters, but also the creation of ad exchanges. Are these activities linguistic, scientific, or art? Both are, they are not. Here, we can no longer see the shadow of single subject teaching. In this activity, children are very devoted, they are all confident and happy. Teachers seldom interfere in their activities, much like their helpers. Continuously provide them with materials and supplies. Under the influence of high-quality aesthetic environment, young children have more aesthetic experiences close to real life, meeting the need of expressing their personal experience initiatively, and their artistic expression ability has also been obviously improved.