支架式教学在幼儿绘画表征中的应用研究

A Study on the Application of Scaffolded Instruction in Children’s Artistic Representation

摘要: 绘画表征是幼儿借助线条、色彩、构图等视觉符号表达内心想法、再现生活经验、传递情感态度的重要方式，是幼儿认知、思维、想象与审美能力发展的重要体现。在幼儿园美术教育实践中，部分幼儿存在绘画内容单一、表达浅显、缺乏创作自信、难以独立完成表征任务等问题，而传统教学中过度示范或放任自流的指导方式均无法有效满足幼儿发展需求。支架式教学以维果茨基最近发展区理论为核心，强调教师为幼儿提供适度、适时、暂时性的支持，帮助幼儿完成自身难以独立完成的学习任务，并在幼儿能力提升后逐步撤除支架，促进幼儿自主发展。本研究采用文献研究法、观察法与行动研究法，探讨支架式教学在幼儿绘画表征活动中的应用价值、实施原则与具体策略，将支架整合为经验与思维支架、技能与材料支架、社会性与情感支架三大类，构建分层分类的支持体系。研究表明，科学合理、动态调整的支架式教学能够有效激发幼儿绘画兴趣，丰富幼儿表征内容，提升幼儿画面组织能力与叙事表达能力，同时提高教师美术教育指导的有效性。本研究可为幼儿园绘画教学改革提供理论参考与实践路径，促进幼儿艺术素养与综合能力的全面发展。

Abstract: Artistic representation is an important way for young children to express their inner thoughts, reproduce life experiences, and convey emotional attitudes through visual symbols such as lines, colors, and compositions. It is an important manifestation of the development of children’s cognitive, thinking, imagination, and aesthetic abilities. In kindergarten art education practice, some children have problems such as limited painting content, superficial expression, lack of creative confidence, and difficulty in independently completing representational tasks. Traditional teaching methods, such as excessive demonstration or laissez-faire guidance, cannot effectively meet the developmental needs of children. Scaffolded instruction, based on Vygotsky’s zone of proximal development theory, emphasizes that teachers provide appropriate, timely, and temporary support to help children complete learning tasks that they cannot complete independently. The scaffolding is gradually removed as children’s abilities improve, promoting their autonomous development. This study uses literature review, observation, and action research methods to explore the application value, implementation principles, and specific strategies of scaffolded instruction in children’s artistic representation activities. The scaffolding is integrated into three categories: experience and thinking scaffolding, skill and material scaffolding, and social and emotional scaffolding, constructing a hierarchical and categorized support system. Research indicates that scientifically sound and dynamically adjusted scaffolded instruction can effectively stimulate children’s interest in drawing, enrich their representational content, enhance their ability to organize their images and express their narratives, and improve the effectiveness of teachers’ art education guidance. This study can provide theoretical reference and practical pathways for kindergarten drawing instruction reform, promoting the comprehensive development of children’s artistic literacy and overall abilities.