簡介：分類號密級學(xué)校代碼10165學(xué)號2011艘咝逢掌師筢犬學(xué)教育碩士專業(yè)學(xué)位論文支架式教學(xué)在中班幼兒繪畫教育中的應(yīng)用及其效果分析作者姓名朱博文專業(yè)方向兒童審美與藝術(shù)教育研究導(dǎo)師姓名陳遷2013年05月摘要非義務(wù)階段的幼兒教育是基礎(chǔ)教育與終身教育的基礎(chǔ)，社會各界對其關(guān)注度與日俱增。幼兒時期若能受到良好的教育，將會為高素質(zhì)的人格打下堅實的基礎(chǔ)。因此，完善幼兒教育對幼兒個人乃至全社會都有彌足深遠(yuǎn)的意義。幼兒繪畫教育活動是幼兒園藝術(shù)教育領(lǐng)域中的重要組成部分，其精神是讓幼兒在藝術(shù)的熏陶中獲得全面的發(fā)展，感受藝術(shù)的美好，能用藝術(shù)的方式去表達美。但在現(xiàn)實的繪畫教育活動中，存在著種種偏離繪畫精神的現(xiàn)象，表現(xiàn)為教師對幼兒在活動中主體地位的忽視；教學(xué)方法以單一的“傳授一臨摹”為主；教師過多的追求繪畫技能目標(biāo)的實現(xiàn)等。支架式教學(xué)是建構(gòu)主義理論下的教學(xué)模式也是教學(xué)方法，它的優(yōu)勢為使教師與學(xué)習(xí)者的關(guān)系處于平衡的狀態(tài)，在尊重學(xué)習(xí)者的基礎(chǔ)上實現(xiàn)了師生間的積極互動，使學(xué)習(xí)者在教師多樣化的“支架”輔助下獲得更高級的發(fā)展。筆者發(fā)現(xiàn)支架式教學(xué)的特點在理論上恰能改善幼兒繪畫教育活動中現(xiàn)存的問題。本文將支架式教學(xué)合理應(yīng)用于幼兒園中班的繪畫教育活動中，通過對中班幼兒的繪畫活動過程與繪畫作品的分析，闡明支架式幼兒繪畫教學(xué)對幼兒繪畫能力所產(chǎn)生的效果。本文是對支架式教學(xué)在中班幼兒繪畫教育活動中的應(yīng)用及其效果分析的論述。全文共分為五個部分，第一部分主要論述本研究的背景、相關(guān)研究的文獻及相關(guān)概念。第二部分介紹本研究的方法與過程。第三部分闡明在中班幼兒繪畫教育中實施支架式教學(xué)的原則、步驟以及教學(xué)實踐的相關(guān)情況。第四部分論述支架式繪畫教學(xué)的效果評價及分析。第五部分對本研究在實踐過程所存在的不足進行反思與整理，并對本研究所涉及的相關(guān)問題提出展望。關(guān)鍵詞支架式教學(xué)；幼兒繪畫教育

簡介：西南大學(xué)碩士學(xué)位論文繪畫審美治療對大學(xué)生抑郁癥狀影響的實驗研究姓名湯萬杰申請學(xué)位級別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師郭成20070501西南大學(xué)碩十學(xué)T奇論文ANEXPERINENTALSTUDYTOTHEINFLUENCEOFDRAWINGAESTHETICPSYCHOTHRAPYONTHEUNDERGRADUATEWITHDEPRESSIVESYMPTOMSMAJORDEVELOPMENTALANDEDUCATIONALPSYCHOLOGYSPECALITYTEACHINGPSYCHOLOGYTUTORPROFGUOCHENGPOSTGRADUATETANGWANJIEABSTRACTDRAWINGISNATURALLYTHETOOLTOEXPRESSTHEFEELINGOFHUMANBEINGDRAWINGPOSSESSESITSUNIQUEFUNCTIONSITCANNOTONLYSETTLEHUMANBEING’SEMOTIONANDMETALPROBLEMS，BUTALSOENHANCEPSYCHOLOGICALOBSLUCTIONOFSUFFERER’SELFESTEEM，SELFCONCEPTIONANDSOCIALABILITIESHOWEVER，MAKINGACOMPREHENSIVESURVEYOFRESEARCHFIELDOFTHEDOMESTICANDINTERNATIONALEDUCATIONALPSYCHOLOGYANDDRAWINGPSYCHOTHERAPY，THEPOSITIVERESEARCHOFTHISSUBJECTHASNOTBEENPAIDCNOUGHATTENTIONTOYETINTHEFACEOFTHEREALITYOFINCREASEDINDIVIDUAL’SMENTALHEALTHPROBLEMINTHEMODEMSOCIETY，ITISIMPORTANTTOMAKEFULLUSEOFTHEDRAWINGAESTHETICAPPRECIATIONTOACCOMMODATETHEINDIVIDUAL’SMENTALHEALTHPROBLEMANDPROMOTETHEDEVELOPMENTOFIT’SMENTALQUALITYFORTHEREALITYTHATTHECONTEMPORARYUNDERGRADUATES’MENTALPROBLENISSTRESSEDANDTHESTATEOFTHEDEPRESSIONCAUSEANXIETY，INTHESCHOOLPSYCHOLOGICALHEALTHEDUCATIONALACTIVITIES，MAKINGFULLUSEOFPSYCHOLOGICALEFFECTTOACCOMMODATEUNDERGRADUATES’DEPRESSIVESYMPTOMSANDMENTALPROBLEMTOPROMOTETHECONSTANTIMPROVEMENTOFITSMENTALQUALI哆HASTHEIMPOAANCEOFTHETHEORYVALUESANDTHEPRACTICALMEANINGFORFOSTERINGTHEHIGHQUALITYTALENT’SBASEDONTHEDOMESTICANDINTERNATIONALEXISTEDRESEARCH，THISTHESISCONSTRUCTTHEMODELFROMTHEUNIQUEVIEWOFDRAWINGAESTHETICPSYCHOLOGY，WHICHREFERSTOTHEDRAWINGAESTHETICAPPRECIATIONTHATMEETSTHEPSYCHOLOGY’SNEEDSTOTHEUNDERGRADUATEREGARDINGTHISMODELASGUIDELINES，ITINTRODUCETWOKINDSOFTECHNOLOGY，WHICHAREGROUP’SPSYCHOLOGICALCONSULTATIONANDDRAWINGTHERAPY，TODESIGNTHEACTIVITYSCHENEOFTHEDRAWINGAESTHETICAPPRECIATIONWITHPERTINENCEANDOPERATION，THENDOTHEEXPERIMENTOFEDUCATIONALINTERVENTIONTOTHEUNDERGRADUATE’SII

簡介：南京師范大學(xué)碩士學(xué)位論文56歲兒童繪畫欣賞特點研究姓名周燕申請學(xué)位級別碩士專業(yè)學(xué)前教育學(xué)指導(dǎo)教師邊霞200902262ABSTRACTTHISRESEARCHUSESTHEOBSERVATION,INTERVIEWANDQUESTIONNAIRESURVEYTOPRESENTTHEWHOLECHARACTERISTICS,ALSOANALYSEANDDESCRIBETHEGENERALCHARACTERISTICSOFPAINTINGAPPRECIATIONABOUT56YEARSOLDCHILDREN,CONBINEDWITHTHEANALYSISOFTHEQUANTITATIVEANDQUALITATIVEWHAT’SMORE,ITISALSOUSEDTODISCUSSTHEFACTORSTHATAFFECTTHESECHARACTERISTICSTHEMAJORITYOFCHILDRENAGEDFROM5TO6AREATLEASTATLEVELTWOONTHEAPPRECIATIONOFPAINTING,DURINGWHICHTHEYARESOMEWHATORVERYCONCENTRATEDTHERE’SACONSPICUOUSRELATIONSHIPBETWEENTHESTANDARDANDATTITUDEABOUTTHEDRAWINGAPPRECIATIONOF56YEARSOLDCHILDREN,WHICHREFERSTOTHETWODIMENSIONSDRAWINGAPPRECIATIONSTANDARDANDTHEPARTICIPATINGATTITUDECHILDRENTENDTOTREATTHECENTRALMEANINGASTHEIRFAMILIAREXPERIENCEINTHEIRDAILYLIFETHEYGETTHEIRAWARENESSOFTHETHEMEFROMTHEIRINSTINCTREACTIONHOWEVER,THEYLACKASYSTEMATICUNDERSTANDINGOFTHEIMAGES,INSTEAD,THEYTRYTORECOGNIZETHEIMAGESBYVARIOUSMEANSANDALSOCONFUSETHEIRAPPERCEIVEOFTHEIMAGESANDIMAGIRATIVEACTIVITIESTOGETHERYOUNGCHILDRENFIRSTPAYATTENTIONTOTHESPECIFICMATTERSTHATAREDESCRIBEDBYLINESTHEYREGARDTHELINESCULPTASTHEDRAWINGDESIGNTHEYCANFEELTHELINEEXPRESSIONOFTHEBEELINESANDCURVES,ANDTHEYPREFERTHECURVESYOUNGECHILDRENCANEXPRESSTHEIRCOGNITIONOFCOLORSTHROUGHSPECIFICOBJECTIVESMOSTOFTHEMCANMAKESUREOFFEELINGSEXPRESSEDBYCOLORSINAEXCATWAYTHEIRAPPERCEPTIONTOWARDCOLOR’SFEELINGBEGANTOBEAFFECTEDBYCULTURESCHILDRENLIKEMOREVIVIDANDBRIGHTERCOLORSANDTHEPAINTOFVIVIDANDRICHCOLORSSOMEYOUNGCHILDRENCANAPPERCEIVETHEDESIGNOFTHEPAINTEMOTIONALEXPERIENCECOMESFROMDAILYLIVESTOGETHERWITHABUNDANTIMAGINATION,ANDSOMEOFTHEMCOMEFROMTHEEMOTIONALEXPERIENCETOTHEAUTHOUS,ORPARTLYFROMINSTINCTIMAGINATIONISAFFECTEDBYTHESTYLEOFWORKSITCOMESFROMIMAGE,ANDISOFTENPERFORMEDINPAINTINGNONAESTHETICFEATURESOFWORKS,ITSDRAWINGTECHNIQUES,THEADMIRATIONTOWARDTHEARTISTSANDTHECOLORS,SHAPESANDOVERALLPANITINGFEATURESAREALLYOUNGCHILDREN’SSTANDARDSOFARTJUDGEMENTTHECHARACTERISTICSOFDRAWINGAPPRECIATIONOF56YEARSOLDCHILDRENWILLBEAFFECTEDBYEXTERNALFACTORSANDINNERFACTORSSOCIALANDFAMILYENVIROMENT,EDUCATION,PHYCHOLOGICALDEVELOPMENTAREALLWHICHAFFECTTHECHILDREN’SDRAWINGAPPRECIATION

簡介：分類號密級學(xué)校代碼學(xué)號10165201211000265遣掌師耗大學(xué)碩士學(xué)位論文②整合性房樹人繪畫治療對出獄前焦慮的干預(yù)研究以男性服刑人員為例作者姓名學(xué)科、專業(yè)研究方向?qū)熜彰麉灿衩鲬?yīng)用心理學(xué)人力資源開發(fā)與管理李靈副教授20L5年05月遼寧師范大學(xué)碩士學(xué)位論文摘要出獄前焦慮，一般是指服刑人員在刑滿釋放前半年左右的這段時期內(nèi)，由潛在的心理壓力所導(dǎo)致的一種以緊張不安和恐懼為主要表現(xiàn)的情緒狀態(tài)。對出獄前焦慮進行深入的研究，采用合理的心理咨詢技術(shù)進行及時有效的干預(yù)，不僅可以幫助服刑人員塑造自信、穩(wěn)定、健康的心態(tài)，還能降低其焦慮水平，從而使他們重拾信心和希望，為出獄做好充足的心理準(zhǔn)備。房樹人繪畫治療是一種投射性的心理評估與治療技術(shù)，在繪畫創(chuàng)作過程中，來訪者利用非語言工具，將潛意識內(nèi)壓抑的情感與沖突呈現(xiàn)出來，并使其得到釋放與滿足，進而達到心理診斷與治療的作用。研究目的本研究目的一是調(diào)查服刑人員出獄前焦慮的現(xiàn)狀二是探討整合性房樹人繪畫治療干預(yù)服刑人員出獄前焦慮的適用性和有效性。研究方法本研究包括兩個階段。第一階段采用問卷調(diào)查法，使用癥狀自評量表SCL90、焦慮自評量表SAS、漢密爾頓焦慮量表HAMA對某監(jiān)獄105名26個月后刑滿釋放的男性服刑人員進行出獄前焦慮現(xiàn)狀調(diào)查第二階段采用真實驗設(shè)計，將選取的72名被試隨機均分為實驗組和控制組，運用整合性房樹人繪畫治療對實驗組的36名被試進行為期5周共10次的干預(yù)，干預(yù)結(jié)束后對兩組被試同時進行后測。研究結(jié)果第一階段的調(diào)查結(jié)果表明超過80％的服刑人員在出獄前26月這個時間段存在焦慮情緒；第二階段的結(jié)果表明，實驗組被試在HAMA總分、SAS總分、SCL一90總分和SCL90焦慮因子分上的后測得分均顯著低于前測得分；而控制組被試僅在SAS總分和SCL90焦慮因子分上的后測得分顯著高于前測得分。研究結(jié)論180％以上的服刑人員存在不同程度的出獄前焦慮情緒，且這種焦慮情緒與服刑人員的年齡和距離刑滿期限之間存在密切的關(guān)系，但與其被判刑期的長短無關(guān)。2整合性房樹人繪畫治療在服刑人員出獄前焦慮的干預(yù)過程中具備適用性與有效性。關(guān)鍵詞整合性房樹人繪畫治療；服刑人員；出獄前焦慮；干預(yù)

簡介：學(xué)號0812280108分類號G6136碩士學(xué)位論文碩士學(xué)位論文（專業(yè)學(xué)位）（專業(yè)學(xué)位）普通高中美術(shù)新課程“繪畫”模塊課程的選修策略研究普通高中美術(shù)新課程“繪畫”模塊課程的選修策略研究專業(yè)學(xué)位領(lǐng)域?qū)W科教學(xué)（美術(shù)）專業(yè)學(xué)位類別教育碩士申請人呂硯軍指導(dǎo)教師張健偉教授二〇二〇一一一一年四月THEELECTIVESTRATAGIESOF“PAINTINGMODULE”O(jiān)FNEWCOURSESFSENIHIGHSCHOOLADISSERTATIONSUBMITTEDTOTHEGRADUATESCHOOLOFHENANNMALUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFTHEDEGREEOFMASTEROFEDUCATIONBYLVYANJUNSUPERVISPROFZHANGJIANWEIAPRIL2011

簡介：果。學(xué)位論文獨創(chuàng)性聲明本人鄭重聲明1、堅持以“求實、創(chuàng)新“的科學(xué)精神從事研究工作。2、本論文是我個人在導(dǎo)師指導(dǎo)下進行的研究工作和取得的研究成3、本論文中除引文外，所有實驗、本論文中除引文和致謝的內(nèi)容外，表或撰寫過的研究成果。數(shù)據(jù)和有關(guān)材料均是真實的。4、不包含其他人或其它機構(gòu)已經(jīng)發(fā)5、其他同志對本研究所做的貢獻均已在論文中作了聲明并表示了謝意。一、門易研究生簽名壘益日期勉』芝芻工出邊學(xué)位論文使用授權(quán)聲明J本人完全了解南京師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，學(xué)校有權(quán)保留學(xué)位論文并向國家主管部門或其指定機構(gòu)送交論文的電子版和紙質(zhì)版；有權(quán)將學(xué)位論文用于非贏利目的的少量復(fù)制并允許論文進入學(xué)校圖書館被查閱；有權(quán)將學(xué)位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索；有權(quán)將學(xué)位論文的標(biāo)題和摘要匯編出版。保密的學(xué)位論文在解密后適用本規(guī)定。，1功研究生簽名紐鴦日期Q圣H摘要1111111ILLLIILLLILLIIIIIIIII●Y1725922摘要高職美術(shù)教育中具象繪畫和抽象繪畫是熱議話題之～。每位美術(shù)教育者都會對具象、抽象有不同的見解和爭論。本文通過對高職美術(shù)教育目標(biāo)和現(xiàn)狀的研究和調(diào)查結(jié)合自己的教學(xué)經(jīng)驗，從抽象繪畫的在當(dāng)代美術(shù)教育中應(yīng)有的地位和作用談起，結(jié)合抽象藝術(shù)教學(xué)中存在的問題，及可能產(chǎn)生的實際教育意義。闡述教學(xué)運用的教學(xué)理念、目的、方法、手段。希對高職美術(shù)教育的改革有更深遠(yuǎn)意義。其中談及的想法，是最近幾年逐漸積累起來的實踐、觀察和精神感受之結(jié)果，這些仍需經(jīng)行感覺方面的大量實驗。當(dāng)前高校深化教育改革的重要環(huán)節(jié)是人才培養(yǎng)模式的構(gòu)建。作為高等教育一部分的高職教育應(yīng)如何應(yīng)對是我們目前急于探索和思考的問題，用傳統(tǒng)的人才培養(yǎng)模式來培養(yǎng)各個層次的學(xué)生，已不能適應(yīng)社會經(jīng)濟發(fā)展的客觀需要。高職藝術(shù)專業(yè)培養(yǎng)的技術(shù)應(yīng)用性人才作為一種獨立的人才類型，有其特定的知識、能力和素質(zhì)結(jié)構(gòu)，這類人才需要比技能型人才有更豐富的理論知識，又要比工程型人才有更強的分析、解決實際問題的能力。注重“KAQ’’的有機統(tǒng)一?！癒AQ“分別為知識、能力、素質(zhì)的英文字頭的組合，此三要素形成了一個有機的統(tǒng)一體。知識結(jié)構(gòu)包括基礎(chǔ)知識、專業(yè)知識和相關(guān)知識；能力結(jié)構(gòu)包括基本能力、專業(yè)能力、綜合能力；素質(zhì)結(jié)構(gòu)包括思想素質(zhì)、人文素質(zhì)和業(yè)務(wù)素質(zhì)。本文通過文獻分析、個案分析，對傳統(tǒng)教學(xué)方式利弊分析，深刻認(rèn)識到抽象繪畫融入高職美術(shù)教育的意義，為高職美術(shù)教育進一步發(fā)展提供一些有價值的參考和借鑒。關(guān)鍵詞高職美術(shù)，教育，模式，抽象繪畫，現(xiàn)狀，方法

簡介：四川師范大學(xué)學(xué)位論文獨創(chuàng)性及使用授權(quán)聲明本人聲明所呈交學(xué)位論文，是本人在導(dǎo)，蕓幽指導(dǎo)下，獨立進行研究工作所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個人或集體已經(jīng)發(fā)表或撰寫過的作品或成果。對本文的研究做出重要貢獻的個人和集體，均已在文中以明確方式標(biāo)明。本聲明的法律結(jié)果由本人承擔(dān)。本人承諾已提交的學(xué)位論文電子版與論文紙本的內(nèi)容一致。如因不符而引起的學(xué)術(shù)聲譽上的損失由本人自負(fù)。本人同意所撰寫學(xué)位論文的使用授權(quán)遵照學(xué)校的管理規(guī)定學(xué)校作為申請學(xué)位的條件之一，學(xué)位論文著作權(quán)擁有者須授權(quán)所在大學(xué)擁有學(xué)位論文的部分使用權(quán)，即1已獲學(xué)位的研究生必須按學(xué)校規(guī)定提交印刷版和電子版學(xué)位論文，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫供檢索；2為教學(xué)、科研和學(xué)術(shù)交流目的，學(xué)?？梢詫⒐_的學(xué)位論文或解密后的學(xué)位論文作為資料在圖書館、資料室等場所或在有關(guān)網(wǎng)絡(luò)上供閱讀、瀏覽。本人授權(quán)中國科學(xué)技術(shù)信息研究所將本學(xué)位論文收錄到中國學(xué)位論文全文數(shù)據(jù)庫，并通過網(wǎng)絡(luò)向社會公眾提供信息服務(wù)。保密的學(xué)位論文在解密后適用本授權(quán)書學(xué)位論文作者簽霖毫勃簽字日期沙IF年『，展口日／導(dǎo)師簽名簽字日期沙當(dāng)代中學(xué)生繪畫創(chuàng)作教學(xué)的實踐探索教育碩士學(xué)科教學(xué)美術(shù)專業(yè)研究生袁建莉指導(dǎo)教師馮恩旭摘要繪畫創(chuàng)作教學(xué)，美術(shù)學(xué)科的重要組成部分。通過教學(xué)可以激發(fā)學(xué)生的創(chuàng)新思維，提高學(xué)生的表現(xiàn)意識和審美情趣，使學(xué)生了解繪畫創(chuàng)作的多種表現(xiàn)形式，學(xué)習(xí)繪畫創(chuàng)作的各種方法，探索自己的美術(shù)語言，發(fā)展具有個性的表現(xiàn)力，在繪畫創(chuàng)作的實踐中提升自己，挖掘并展現(xiàn)出心靈深處的美好情感，這對于促進學(xué)生的智力發(fā)展，培養(yǎng)良好的心理品質(zhì)，實現(xiàn)美術(shù)的面向全體的素質(zhì)性教育及文化的傳承功能都具有非常重要的意義。然而，在輔導(dǎo)學(xué)生繪畫創(chuàng)作時，許多老師都感到學(xué)生找不到題材，理解單一，或概念化；又或是有很多想法，卻不知怎樣以繪畫的形式表達，于是等著老師“填鴨”，叫畫什么畫什么，缺乏主動地思考和表達，慢慢變得懼怕創(chuàng)作，更不懂如何進行創(chuàng)作。因此，我結(jié)合當(dāng)代中學(xué)生特點，研究繪畫創(chuàng)作教學(xué)和實踐，力求解決上述問題。本文分七章來論述中學(xué)繪畫創(chuàng)作教學(xué)，包括繪畫創(chuàng)作教學(xué)的研究現(xiàn)狀，研究價值和目標(biāo)，當(dāng)代中學(xué)生繪畫創(chuàng)作能力的調(diào)查與分析，現(xiàn)代主義美術(shù)對中學(xué)繪畫創(chuàng)作教學(xué)的啟示，繪畫創(chuàng)作課教學(xué)方法實踐探索，引導(dǎo)學(xué)生進行繪畫創(chuàng)作的實踐探索，結(jié)論及成果。本文將從起點簡化策略；競爭策略；比較策略9多元評價策略；營造情景策略；資源共享策略等方面對初中美術(shù)繪畫創(chuàng)作教學(xué)作探討。關(guān)鍵詞中學(xué)美術(shù)繪畫創(chuàng)作教學(xué)現(xiàn)代主義美術(shù)實踐探索

簡介：分類號密級單位代碼學(xué)號西北大學(xué)碩士學(xué)位論文題目直些繪魚鮑立塹絕坌指導(dǎo)教師作者壑整塑岳鈺1069720032287專業(yè)技術(shù)職務(wù)整蕉學(xué)科專業(yè)塞查鱟答辯日期生旦學(xué)位授予日期ABSTRACTINTHREEYEARSOFGRADUATESTUDENTLEARNINGPROCESS，VARIOUSTHINKINGCONCEMINGTHECOMMEFCIALPAINTINEANDCONCEIVE，ANDORDERABOUTINTHESEPROBLEMSUNDERVARIOUST1‘ALDO，LETMECOMPAFETOTHEBASICPRINCIPLEOFTHECOMMERCIALPAINTINGGMDUALLYTOKNOWDEARLYTHISTEXTBEACCORDINGTOCERTAINUⅡDERSTANDINGBACKLOGONOFINQUIRYINTOONCEAGAIN，TFYTHECOMPLEMENTOFPASSTHEMARKETECONOMYRELATION，RAISEAGAINFORTHCUNDERST鋤DILLGOFTHECOMMERCIALPAIⅡTILLGTHISTEXTTHESYSTEMANALYZEDTHEBASICPRINCIPLEOFTHECOMMERCIALPAINTINGFIRST，DOINGTHEDETAILEDELUCIDATIONFORTHECONCEPT柚DFORMSOFTHEBUSINESSPAINTING，ISTLLEINTRODUCTIOⅡTOATHOMEANDABROADTHEBUSINESSPAINTINGDEVELOPSTHECONDITIONCURRENTLYAFTEF，THEPOINTDISCUSSEDSEVERALBIGTYPEMARKETSTHATTHEOURCOUNTRYCOMMERCIALPAILLTINGDEVELOPCU玎ENTLY，LEADINTOTHEMARKETIDEA卸DTHEN，BECAUSETHECOMMERCIALPAINTINGWOULDNOTLETTHEPFODUCTC∞VERSIONASMERCHANDISCTHROU曲MARKETOFBEANINDUSTRYOFTLLECULTURALINDUSTFY，ONLYHAVETOTHEDEARUNDERSTANDINGOFMAFKET，F(xiàn)URTHERDEVELOPPROBABLYTHEMARIRCTMARL【ETINELEARNJTISTHEAPPLIEDTHEORIESFOUNDATIONTHATTHISTEXTCHOOSETHATMEDIUMMARKETSUBDIVIDE，ANALYZETHEPAINTINGOFEAC血DISSIMILARITYSUBDIVIDETHEMAFKETCONDITION，柚DHOWTHEDISCFIMINATOFSUBDIVIDETHCMARKET，THEHOPEISUNDERFROMTHEOPERATORANDTHEIOIMEFFONOFTHE代LATEDSECTI蚰，CRCATIN窟THEGOODMARKCTENVIRONM鋤TFORTHEDEVELOPM吼TOFTHECOMMERCIALPAINTILLGKEVWORDSCOMMERCIALPAINTINGTHEMARKETSUBDIVIDECULTLIRALILLDUSTRYNCTWORKGAMEANIMATIONILLDI塔打Y

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簡介：東南大學(xué)碩士學(xué)位論文綜合繪畫藝術(shù)療法在大學(xué)生心理健康教育中的應(yīng)用姓名周萌萌申請學(xué)位級別碩士專業(yè)心理學(xué)；應(yīng)用心理學(xué)指導(dǎo)教師何倫20110225東南大學(xué)碩士學(xué)位論文ABSTRACTTHEPURPOSEOFTHISSTUDYISBASEDOHPREVIOUSSTUDIESTOEXPLORETHEAPPLICATIONOFSYNTHESIZEDPAINTINGARTTHERAPYSPATWHICHISORIENTEDBYARTISTICEXPRESSIONINMENTALHEALTHEDUCATIONANDTHECOUNSELINGOFCOLLEGESTUDENTSTHEAIMSARETOSTUDYTHEINFLUENCEANDEFFECTOFSPATONTHESELFHARMONYDEPRESSIONEPQPERSONALITYSOCIALAVOIDANCEANDANXIETYLIFEORIENTATIONCOPINGSTYLEITISINTHEUSEOFQUANTITATIVEANDQUALITATIVERESEARCHCOMBININGTHESPECIFICUSEOFCASEANALYSISPSYCHOLOGICALSCALE，GROUPCOUNSELINGANDEURFICULAOFEDUCATIONEXPERIMENTTHESUBJECTSWEREFULLTIMECOLLEGESTUDENTSTHEEMPIRICALPARTISDIVIDEDINTOTHREERESEARCHSTTLDIESWHICHISINDEPENDENTLYTOEXPLORETHEEFFECTSOFTHEUSEOFSPATINTHECASECOUNSELINGANDTHERAPYGROUPCOUNSELIILGANDMENTALHEALTHEDUCATIONTHEFIRSTRESEARCHRESULTSSHOWTHATINCASECOUNSELINGANDPSYCHOTHERAPYSPATCALLSIGNIFICANTLYREDUCETHETMHARRNONYOFSELFANDEXPERIENCEREDUCEDEPRESSIONANDREDUCETHESOCIALAVOIDANCETENDENCIESANDSOCIALANXIETYITHAVEASIGNIFICANTINCREASEINPOSITIVERESPONSEWAYSANDCANREDUCETHENEGATIVEC概STYLEANDIMPROVEEXTRAVERSIONOFPERSONALITYTYPE，ANDHAVEPOSITIVEIMPROVEMENTINOPTIMISTICTHISTHERAPYISSUITABLETOPSYCHOLOGICALPROBLEMSFORCOLLEGESTUDENTSANDTHEDEPRESSIONANDANXIETY幽RDERCASES，NOTRECOMMENDEDFORCASESOFOBSESSIVECOMPULSIVEDISORDERTHESECONDRESEARCHRESULTSSHOWTHATSPATGROUPCOUNSELINGCALLSIGNIFICANTLYENHANCETHECOLLEGESTUDENTS’SELFFLEXIBILITYIMPROVESELFDEGREEOFHARMONYANDREDUCETHESOCIALAVOIDANCEOFCOLLEGESTUDENTSITALSOIMPROVEEXTRAVERSIONOFPERSONALITYTYPE，REDUCINGLYINGANDACTIVELYIMPROVEOPTIMISTICATTITUDETHISTHERAPYISGOODFORGROUPCOUNSELINGOFCOLLEGESTUDENTSTHETHIRDRESEARCHRESULTSSHOWTHATSPATCOURSESEDUCATIONALINTERVENTIONCANSIGNIFICANTLYIMPROVETHESTUDENTSLOVEATTITUDETYPES，INCREASECOMPANIONSLOVEORIENTEDIMPROVETHEEXTRAVERSIONOFTHEPERSONALITYTYPE9REDUCINGLYINGANDHAVEAVERYSIGNIFICANTREDUCTIONINSOCIALAVOIDANCETENDENCIESANDSOCIALANXIETYTHISTHERAPYISFITFORMENTALHEALTHEDUCATIONTOSLLNLUP，SPATISVERYWELCOMEDANDRECOGNIZEDBYCOLLEGESTUDENTSINTHEEASECOUNSELINGANDPSYCHOTHERAPYGROUPCOUNSELINGANDMENTALHEALTHEDUCATIONKEYWORDSSYNTHESIZEDPAINTINGARTTHERAPYCASECOUNSELINGANDPSYCHOTHERAPYGROUPCOUNSELING，COURSESEDUCATIONCOLLEGESTUDENTS

簡介：目的探討團體繪畫療法對護士共情疲勞的影響，為減輕和緩解護士執(zhí)業(yè)活動中共情疲勞提供科學(xué)、有效、可行的方法。通過對護理團體進行團體繪畫療法干預(yù)，使每個個體的不良情緒能夠安全釋放，有效管理，提升自我復(fù)原力；促進成員人格成長；建立成員間相互溝通、支持的渠道，增強團隊凝聚力，提高成員歸屬感，創(chuàng)建安全、溫暖、可信的團隊氛圍；達到團隊和諧，促進社會支持。方法采用方便抽樣的方法，在滄州市某三甲醫(yī)院選取48名護士為研究對象，采用隨機數(shù)字表的方式隨機分成實驗組（24人）和對照組（24人）。兩組護士在年齡、文化程度、共情疲勞程度等方面，差異無統(tǒng)計學(xué)意義。對照組未給予心理輔導(dǎo)；實驗組實施每周1次、每次90分鐘、共8次、歷時2個月的團體繪畫輔導(dǎo)干預(yù)；干預(yù)結(jié)束時對護士進行團體輔導(dǎo)效果反饋并在干預(yù)結(jié)束后3個月進行追蹤訪談。干預(yù)前后采用專業(yè)生活質(zhì)量量表（PROQOL）、自我復(fù)原力量表ERS、領(lǐng)悟社會支持量表PSSS進行評定。團體繪畫輔導(dǎo)結(jié)束后進行即時性訪談；輔導(dǎo)結(jié)束后3個月，對團體小組成員進行追蹤訪談。結(jié)果量性研究顯示，干預(yù)前后，對照組護士PROQOL、ERS、PSSS評分差異無統(tǒng)計學(xué)意義。干預(yù)前后，實驗組護士PROQOL、ERS、PSSS評分差異有統(tǒng)計學(xué)意義，且干預(yù)后明顯優(yōu)于干預(yù)前。質(zhì)性研究顯示，團體繪畫療法能夠提高護士的自我復(fù)原力力，增強成員的自我接納及和諧感；增強護理團隊凝聚力，促進團隊和諧，促進成員相互支持，提高成員歸屬感；促進社會支持；有效促進了護士的心理健康水平，緩解了護士的共情疲勞。結(jié)論團體繪畫療法有利于緩解護士的共情疲勞，可在護理管理中推廣應(yīng)用。

簡介：華中師范大學(xué)碩士學(xué)位論文色彩教養(yǎng)理念下的中學(xué)色彩教學(xué)研究以現(xiàn)代繪畫的色彩搭配為例姓名胡根旺申請學(xué)位級別碩士專業(yè)教育碩士指導(dǎo)教師肖豐201210ABSTRACTCOLORTEACHINGISTHEMIDDLESCHOOLFINEARTSEDUCATIONISANIMPORTANTPARTOFTEACHINGOFCOLOR,BECAUSEOFTHEUNIQUEWAYOFTHINKING，INTHETRAININGOFTHESTUDENTSQUALITYANDVISUALABILITYPLAYSASPECIALROLE．BUTASTHEDEVELOPMENTOFFINEARTS’SPLURALISTICTRENDCAUSEDBYTHECONTRADICTIONBETWEENNEWANDOLDIDEASONCOLORTEACHINGINSHOCK,ANDTHECOLORTEACHINGCOURSEITSELFWITHRICHNESS，DIVERSITY,COMPLEXITY,SOTHATTHECURRENTARTEDUCATIONONCOLORTEACHINGUNDERSTANDINGANDIDEASEXISTGREATDIFFERENCES．THEREFORE，INTHENEWPERIODOFSECONDARYCOLORINTHEPROCESSOFTEACHING，TEACHERSSHOULDSTRENGTHENTHESTUDENTS’SENSEOFCOLORANDCOLORBREEDING，CULTIVATETHEIRCREATIVITY,IDENTITYANDEACHSTUDENTISAUNIQUEINDIVIDUAL，SEETHEIRRESPECTIVEADVANTAGEANDFORTHEIRFUTURELEARNINGANDLIFEHELP．THISTOPICWILLBETHECOLORTEACHINGTHISNEWCONCEPTINTOTHEMIDDLESCHOOLARTEDUCATION，THROUGHTHEANALYSISOFTHEPROBLEMSEXISTINGINTHETEACHINGOFMIDDLESCHOOLCOLORSFORCOLORTEACHINGWAYINMIDDLESCH001．COMBINEDWITHTHEMIDDLESCHOOLSTUDENTS’PHYSIOLOGICALANDPSYCHOLOGICALCHARACTERISTICS，ABSORPTIONOFFOREIGNADVANCEDCOLORTEACHINGIDEAANDRICHCOLOROFCOURSE，SOTHATSTUDENTSFULLYEXPERIENCETHEFUNOFLEARNINGTOCOLOR’THEMFORBETTERLIFEANDLEARNINGTOPLAYAPOSITIVEROLE．THEFIRSTCHAPTER,FROMTHECURRENTHIGHSCHOOLEDUCATIONANDSECONDARYCOLORARRANGEMENTOFCOURSECONTENTTOPROCEEDWITH，ANALYSISOFTHECURRENTMIDDLESCHOOLCOLORCURRICULUMPRESENTSITUATION．THESECONDCHAPTER,BASEDONTHECOLORTEACHINGUNDERSTANDING，F(xiàn)ROMTHECOLORTEACHINGCONCEPTINTHE”MODEMPAINTINGCOLORS”TEACHINGCONNOTATIONANDEXTENSIONAREDISCUSSEDINTWOASPECTS，THETHIRDCHAPTER,ACCORDINGTOTHECOLORTEACHINGINTOTHECONCRETETEACHINGISDISCUSSED,ANDTHE”MODEMPAINTINGCOLORS”TEACHINGDESIGNANDREFLECTION．THEFOURTHCHAPTER,DISCUSSESTHETEACHINGOFCOLOR，THECOLORTEACHINGCONCEPTTOUNDERSTANDANDGRASPTHEDE印INTOTHECONCRETEPRACTICE，COLORTEACHINGCONCEPTANDCARRYOUTTHEIMPLEMENTATIONOFSTUDENT’SABILITYHASVERYGOODPROMOTION，ANDTHEENLIGHTENMENT．II

簡介：南京藝術(shù)學(xué)院碩士學(xué)位論文論印象派繪畫的主客觀因素姓名劉甜申請學(xué)位級別碩士專業(yè)美術(shù)學(xué)指導(dǎo)教師陳世寧20110522南京藝術(shù)學(xué)院碩士學(xué)位論文IIABSTRACTTHISARTICLETHROUGHRESEARCHIMPRESSIONISTSCHOOLMAINPAINTERSWORK,INTHEAFFIRMATIONIMPRESSIONISTSCHOOLPAINTERRESPECTSTHENATURE,THERESPECTTOBEOBJECTIVE,INTHESEARCHLIGHTCOLORCHANGESFOUNDATION,INTHEANALYTICALSTUDYIMPRESSIONISTSCHOOLPAINTERSWORKPRESENTSEMPHATICALLYTHESUBJECTIVEFACTOR,SPECIALLYTHEPAINTERINNERMOSTFEELINGSEMOTIONSEXPRESSIONASWELLASTHEPAINTERUNIQUELANGUAGESFORMATION,PROMULGATESTHEIMPRESSIONISTSCHOOLDRAWINGTHEWORKISNOTONLYTHENATURALSIMPLEREAPPEARANCE,ISONEKINDOFSUBLIMATION,ISTHESUBJECTIVEANDOBJECTIVEFACTORHIGHUNIFICATIONKEYWORDSIMPRESSIONISTPAINTINGSLIGHTCOLORCHANGESUBJECTIVEANDOBJECTIVEFACTOR

簡介：麟ABSTRACTTHESTUDYTHROUGHMETHODSOFOBSERVATION，INTERVIEWANDPRODUCTSANALYSIS，ANALYSESTHEARTTHOUGHTS’PROCESSESANDFEATURESOFCHILDRENAGEDFROM5TO6，DURINGTHEIRPAINTINGCREATIONTHESTUDYTHROUGHANALYZINGTHETHREESYSTEMSPERCEPTIONREFLECTIONANDPRODUCTIONOFARTTHOUGLTS’PROCESSINCHILDREN’SPAINTINGCREATION，SUMMARIZESTHEFEATURESOFCHILDREN’SARTTHOUGHTS’PROCESSTHECONSCIOUSNESSINARTTHOUGHTS’PROCESSOFCHILDRENOFTHESEAGESISTHEPROCESSOFACQUIRINGAESTHETICMENTALITYIMAGERYTHROUGHSELECTIONSOFCONSCIOL／SNESS，POSSESSINGTHEFEATUREOFMULTICHANNELSTHESELFEXAMINATIONOFCHILDREN’SARTTHOUGHMISTHERECREATIONPROCESSOFAESTHETICMCUTAL醇IMAGERYPOSSESSINGFEATURESOFUNCONSCIOUSNESS，INTUITIONANDEMOTIONEXPERIENCETHESYNAESTHESIAANDIMAGINATIONSOFCHILDRENARESENSITIVEANDRICHTHECREATIONOFCHILDREN’SARTTHOUGHTSISTHEPROCESSOFMATERIALIZINGAESTHETICMENTALITYIMAGERYBYDINTOFTOOLSANDMATERIALSWITHLANGUAGEANDACTIONSENGAGEDIN，ANDTHEREISSELFEXAMINATIONDURINGTHECREATION，F(xiàn)ORCHILDRENLIKECOMPOSINGPICTURESMORETHANLIKECOLOURNG，ANDTHEYPREFERTOFINISHTHEIRWORKSINONETIMEUPONTHEPROCESSANDFEATURESOFTHESEAGEDCHILDREN’SARTTHOUGHTSINTHEIRPAINTINGCREATION，THESTUDENT，AFTERRECONSIDERATIONTABLETHEFOLLOWINGPROPOSALSHELPINGTHECHILDRENCOLLECTRICHAESTHETICMENTALITYIMAGERYTHROUGHVARIOUSARTCONSCIOUSNESSACTIVITIES；OFFERINGTHECHILDRENMOREMENTALSPACESFORSELFTOLERANCES；ESTABLISHINGPREFERABLEPAINTINGCONDITIONSANDAESTHETICCIRCUMSTANCES；PAYINGMOREATTENTIONSTOTHEPROCESSOFCHILDREN’SPAINTINGCREATIONANDGUIDINGTHEMTORECREATEAESTHETICIMAGERYTHROUGHIMAGINATIONSANDEXPERIENCES；PROVIDINGDIVERSEMODESTOHELPCHILDRENLEARNTHEAPPLICATIONMETHODSOFPAIMINGTOOLSANDMATERIALSINGAMES，MAQTERCERTAINPAINTINGSKILLSANDPROMOTETHEIRPAINTINGABILITIES；MAKINGFOLDERSFORCHILDREN’SPAINTINGSANDSOONKEYWORDSCHILDRENAGEDFROM5TO6，ARTTHOUGHTS，PERCEPTIONREFLECTION，PRODUCTIONNL

簡介：98096謝二H饑』業(yè)型乙墜L一紐盤亂瓠京緝弛久鷺碩上學(xué)位論義固5一一6歲城鄉(xiāng)兒璉繪砷特點比較研究一一H砒々M昕幼兒吲山“”“EI指8教”斃果“戟日母學(xué)院媵奇耗＆邊罐“教授№T口教日ABSTRACTFIVESIXAGEDCHILDREN’SPAINTINGFEATURESAREDISCUSSEDINTHISPAPERBYMEANSOFLITERATURE，DRAWINGSANALYSIS，OBSERVATION，INTERVIEWANDTESTINGATTHESRMETIME，WHILESTUDYINGSIMILARITIESANDDIFFERENCESINPAINTINGFEATURESOFCITYANDVILLAGECHILDREN，THEIRPAINTINGPROCESSESANDPAINTINGPRODUCTSAREANALYZEDANDCOMPAREDFROMSTATICANDDYNAMICASPECTSTHEREARELARGERDIFFERENCESINTHECONTENTOFPAINTINGPRODUCTBYFIVE～SIXAGEDCHILDRENINCITYANDVILLAGEINCLUDINGHAPPENINGANDEMOTIONTHEHAPPENING，THECHARACTERSANDTHESPOTSINTHECONTENTAREDIFFERENT，SOARETHESENTIMENTANDTHEMEANSOFEXPRESSINGTHEIRFEELINGHOWEVER，THECHILDRENINCITYANDVILLAGESHAREMANYSIMILARITIESINPAINTINGFORMAT，WHICHINCLUDESSCULPTSHAPEANDIMAGETRAIT，VISUALIZATIONAMOUNTANDCORRELATIONUSEDINPICTURECONSTRUCTIONVISUALCOGNITIONOFCOLORWHENCOLORUPAPICTURE，F(xiàn)EELINGORIENTATIONANDSOONTHERESULTSVALIDATEFORMERSCHOLARS’RESEARCHCONCLUSIONSPAINTINGCREATIONPROCESSESOFFIVESIXAGEDCHIIDRENINCITYANDVILLAGESHAREALOTINFOURASPECTSTHEPAINTINGCREATIONSOFCHILDRENBOTHINCITYANDVILLAGEAREAPROCESSOFMULTICHANNELANDMULTISENSEPARTICIPATION，APROCESSOFCONSTANTCONSTRUCTIONANDCREATION。APROCESSOFCONSTANTCONVERSATIONANDCOMUNICATIONASWELLASAPROCESSOFLEARNINGTHROU曲SIMULATIONTHEREAREFOURMAINREASONSFORSIMILARITIESANDDIFFERENCESINPAINTINGFEATURESOFCHIIDRENINCITYANDVILLAGEDEVELOPMENTOFCHIIDRENPSYCHOLOGYENVIRONMENTANDEDUCATIONDEVELOPMENTOFCHILDRENPSYCHOLOGYMAINLYREFERSTOCOGNITIONANDFEELINGENVIRONMENTINCLUDESNATURALENVIRONMENT，F(xiàn)AMILYENVIRONMENTAND1IVINGCONDITIONEDUCATIONFACTORSMAINLYAREHARDWARECONDITIONSOFEDUCATIONINCITYANDVILLAGE，EDUCATIONALCONCEPTANDTEACHINGMETHODSACCORDINGTOTHESEASPECTS，RELEVANTEDUCATIONALSUGGESTIONSAREBROUGHTFORWARDASFOLLOWSFIRSTLY，WESHOULDCONFORMTULESOFCHILDRENPSYCH0109YDEVELOPMENTWHENTEACHINGART，ANDDEEPLYCOMPREHEND“MODE”O(jiān)FCHILDREN’SARTWORKSECONDLY，EDUCATIONALRESOURCESSHOULDBEMADEBESTUSEOFINEACHAREAANDTAKENFULLADVANTAGEOFWHENTEACHINGARTATNURSERYSCHOOLEITHERINCITYORINVILLAGETHIRDLY，MOREINVENTIONSHOULDBEINCREASEDANDTEACHERSSHOULDBETRAINEDMOREINVILLAGEEDUCATIONFINALLY，IMPORTANCESHOULDBEATTACHEDTOCHIIDRENARTAPPRECIATIONANDREFERENCEFRAMEENLARGEDKEYWORDSFIVESIXAGEDCHILDRENINCITYANDVILLAGEPAINTINGFEATUREPAINTINGPRODUCTPAINTINGCREATIONPROCESS