Research on aesthetic experience of Jiangxi preschool visual arts curriculum standard

Abstract

The integration of visual arts curriculum standards and arts-based learning occupies a core position in preschool education, which comprehensively promoted the all-round development of preschool children, especially the construction of children’s aesthetic experience. Overseas scholars confirmed that visual arts activities could be integrated into social emotional learning to help young children release inner emotions and shape social communication abilities. From the perspective of psychoanalysis, preschool children’s painting and creation intuitively reflected their psychological activities and inner feelings. Cultural background and teachers’ professional literacy affected children’s art appreciation and creation performance, which proved the necessity of early continuous art exposure. Art education acted as an important carrier for cultivating aesthetic experience. Domestic scholars studied innovative aesthetic learning modes suitable for Chinese preschool children and pointed out that local traditional culture enriched children’s aesthetic perception and creative thinking. However, the preschool visual arts curriculum system in Jiangxi Province was incomplete and lacked systematic art practice links, which restricted children’s aesthetic development. Aesthetic experience contained four core dimensions: emotional perception, cultural cognition, visual observation and meaning comprehension. Visual creation broke the single appreciation mode and built interactive connection between children and artworks, realizing the dual development of cognition and emotion. This paper sorted out research progress of preschool visual arts and aesthetic experience, analyzed the value of visual arts curriculum standards in Jiangxi preschool education, summarized existing practical dilemmas, and provided references for optimizing local preschool art aesthetic education.