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一位教师精心选择了多幅表现维纳斯的绘画作品给大班幼儿欣赏。活动中,教师问孩子:“你最喜欢哪一幅?”一名幼儿选择了《出水的阿弗罗底忒》(画面内容为维纳斯站在贝壳上)。教师问:“为什么?”幼儿回答:“这个上面有扇贝,我最喜欢吃扇贝了。”另一次,教师组织幼儿欣赏刘海粟的《鸳鸯》,有幼儿把画面上的涟漪说成是“小鸟放的屁”。幼儿的回答让教师无所适从。从理论上讲,幼儿有艺术潜能、审美能力,可在现实中,有些幼儿似乎更关注非审美的东西,常用自己的日常经验取代审美体验。如果遭遇类似情况,您认为教师应当如何处理?如何把艺术活动进行下去?
A teacher carefully selected a number of performance Venus painting to enjoy the eldest children. In the activity, the teacher asks the child: “Which one do you like the most?” One young child chose “Afro-Intuit out of the water” (Venus stood on the shell). The teacher asks: “Why? ” Toddler replied: “This has a scallop, I like to eat scallops. ” Another, the teacher organized young children to enjoy Liu Haisu’s “mandarin duck”, there are children on the screen ripples say Into “small fart”. Toddlers answer teachers confused. In theory, young children have artistic potentials and aesthetic abilities. In reality, some children seem to pay more attention to non-aesthetic things and often substitute their own daily experiences for aesthetic experiences. If you encounter a similar situation, how do you think the teacher should deal with? How to carry on the artistic activities?