目 录
一 、学前儿童绘画能力发展的阶段与特征························2
（一）涂鸦阶段··················································2
1、无控制的涂鸦·············································2
2、有控制的涂鸦·············································2
（二）象征阶段··················································2
1、早期象征性阶段·············································2
2、中后期象征性············································2
（三）图式阶段··················································3
1、早期图式阶段··············································3
2、后期图式阶段···············································3
二、理解儿童图画的方法········································3
（一）方法一：对一幅画的“外表”进行研究························3
（二）方法二：想要更深层地理解一幅画，就必须有耐心、感知能力和浓厚
的兴趣。·······················································4
（三）方法三：尝试设身处地的进入这幅画··························4
（四）方法四：认真去体会儿童不拘一格和创造力····················4
三、 绘画的发展趋势···········································4
（一）形状：儿童更喜欢把人作为自己第一批所画的对象，而且他们还很高
兴地发现自己创造了先前不在那里的一个实体或一个图形···············4
（二）空间：在二维表面上表征三维空间对儿童来说是一个很艰难的挑战·
································································4
（三）颜色是人类知觉世界以及我们与世界之间关系的核心············5
（四）构图：构图是指对线条、形状、空间和颜色等这些告诉观看绘画者作
品内容的元素进行安排············································5
（五）天赋：天才或者天赋这个概念是一个文化的结构，反映了特定时期的
主导价值观·····················································5
四、幼儿绘画活动的指导策略与研究·····························6
（一）取消示范画，展开想象的翅膀································6
（二）提供丰富的绘画工具，激发学前儿童的操作欲望结论············6
（三）创设情境，培养学前儿童绘画兴趣····························6
（四）观察并支持绘画表现，让学前儿童画出心中的画················6
参考文献······················································7
一、学前儿童绘画能力发展的阶段与特征
通过对国内外学者的儿童绘画发展阶段理论进行梳理，我们可以看到，虽然各种理论在各个时期南陵阶段的划分上存在差异，所描述的特征也有所不同。但是在儿童绘画发展的过程上面基本是一致的，因此，综合各种理论性的研究，我们把学前儿童绘画发展分为以下几个阶段。
