Child Esthetic Education Research

Aesthetic, also known as aesthetic education, aesthetic education. It was originally developed by the famous German poet, philosopher Schiller \Chinese and foreign history of aesthetics, many esthetician attaches great importance to the role of the aesthetic of the all-round development of children. From Chinese and Western Fang Meiyu concept proposed children's aesthetic concept of children's aesthetic psychology, children's aesthetic process should follow the principle of back to reality, and discusses the problems that exist in the contemporary art education as well as in real life and art, children Aesthetic specific practices . This paper is divided into four chapters. The first chapter, the definition of art education from Schiller aesthetic concept proposed to contemporary esthetician. From the analysis of the literature, summed up the concept of art education: art education is combined with aesthetic psychology of children infected children in real life and art, a distinctive image through things, so that the children's physical and mental health, harmony and comprehensive development. The second chapter, to study the basis of the aesthetic education of children - children's aesthetic psychology. First, from the comparison of the aesthetic psychology of children and adults, demonstrated a different children's aesthetic psychology and adult aesthetic psychology. Thus also illustrates the need for the children's aesthetic psychology of art education research. Children's aesthetic psychology studies include the following four aspects: First, the children have the biological potential of the development of aesthetic ability. Studies have shown that children's aesthetic capacity from genetic ordinary perception. Second, children's emotional dominant way of thinking. Children of different ages, different way of thinking. In the children's stage, emotional thinking their way of thinking. Children's aesthetic has stage characteristics. Heqin children painting theory example discusses the aesthetic psychology of children has stage characteristics, aesthetic education of children, according to the child's own development to be, rather than pursuant to the requirements of the adult. Four children \Children's understanding of things, starting from their own experience, starting with objects from their minds active dialogue. Chapter III discusses must follow the principles of children's aesthetic. Roughly three principles: First, the natural principle. Natural principle means that children aesthetic to respect children's fun, respect for the nature of the child, the space to the free development of children. Followed by visual Principle. Images of children thinking ability, and poor ability to understand more complex aesthetic phenomenon, they are not easy to accept, we must object very intuitively presented to the children, so that they vividly intuitive to reach a wide variety beauty. Finally, there is the principle of individuality. Aesthetic psychology of the child's stage characteristics in the aesthetic education of children, when taking into account the factors of the child's age, personality factors. The fourth chapter discusses children Aesthetic theory, lead to problems in contemporary children Aesthetic Thinking. Because our country has to implement a long-term examination-oriented education system do not understand the aesthetic psychology of children, plus children's aesthetic process, cause there are many problems in the contemporary art education. For example, do not see the aesthetic education through the mental activity of children in aesthetic activities to promote their development, thus ignoring the aesthetic education in their own unique value, ignoring the children's intuition, hallucinations and other perceptual ability, ignoring the children's own aesthetic perception and emotional experience, and neglect of children with artistic text equal spiritual dialogue, problem children Aesthetic Education presents non-aesthetic phenomenon. In response to this situation, the article examines and explore the specific content of the aesthetic education of children in real life and art.