儿童想象与审美体验的激活 教育戏剧情境下的生态实验研究.doc

儿童想象与审美体验的激活 _ 教育戏剧情境下的生态实验研究 ABSTRACT Imagination is a higher cognitive activity which processes representations in the mind. Imagination can activate aesthetic experience, which transcend the reality frame and existing experience. Most of the current researches on children ’s imagina- tion are limited in laboratory. Hardly any experiment on children ’s imaginary and aesthetic experience is conducted in the ecological context. This study adopted Drama-in-Education workshop as the semi-structured ecological experiment contextThe activation points of children ’s imaginary and aesthetic experience are analyzed through participants ’ response status in different contextsParticipants in this research are all migrant workers ’ children in Shanghai. They are studying in three or four grade in a non-state-run elementary school. Ecological experience has been held for four times in four classes. According to the on-site ta- ble recorder and video replay, participants ’ responses were recorded and analyzedIt was revealed that different imaginary level stories, foreshadowing imaginary expe- rience and workshop design affected children ’s activation of imaginationResults showed that only make-a-fool performance could catch audiences ’ at- tention in first-degree drama context which is close to the reality. The second-degree and third-degree drama context involves personified roles, physical performance and props using could mobilize highly attention and positive emotion. The fantasy per- formance involved in third-degree drama stories initiated spontaneous imitation and action expression. Meanwhile, participants who gained some imaginary experience in advance delivered more imaginative creations The comparative study of workshop design can be summed up in two. First, comparing to close-ending story, open-ending context evoked more initiative explo- ration. A known story limits the imaginary investment, and in a contrary manner, an inexperienced story will be too