Structure and Essence of Head-feet Expression Forms in Infants' Human Figure Drawings

卢奎特关于幼儿头足表现形式和绘画发展理论的智慧观：本文的目的是通过对幼儿绘画的研究，阐明幼儿形成性教育框架中的一个重要问题。在本文的前半部分，我提到了“智力理论”和“知识实在论”的存在，但这些有效性仍然没有得到验证。其次，我提到了婴儿人物画的头脚表现形式是用知识主义的观点来解释的。此外，我还仔细考察了这两种描述的多样性问题，并对“知性理论”和“知性实在论”的混淆进行了梳理。在本文的后半部分，我描述了头脚型与G.H.卢奎(1927年)的绘画发展理论的关系，提出了“缺陷现实主义”、“内在模型”和“智力现实主义…More”。毕竟，人类绘画中出现的“智力现实主义”是一种发生在细节上的现象，不可能应用到忽视头脚型结构特征的程度。因为身体不包括在婴儿试图表达为他们所知道的东西的图画中。因此，头脚式绘画的动因应该从另一种理论中寻找。对H.Eng关于幼儿头脚表现形式的智慧主义理论的批判：本文的目的是通过对幼儿绘画研究，重点研究在最初的文字表达中可以观察到的头脚表现形式，阐明智慧主义理论及其在幼儿形成教育框架中的周围问题。本文将重点放在H.Eng。恩格坚持智慧主义理论的立场，认为儿童并不是见仁见智，而是知其所以然，他用这一理论解释了头-脚表现形式的初始结构。虽然从20世纪初就有很多研究者坚持知性主义理论，但只有卢奎和恩格斯将其放在具体的婴幼儿奔跑案例研究的背景下进行论述。自那以后，再也没有人这样说过。然而，对于卢奎和恩格的头脚表现形式，两人的看法却大相径庭。因此，鉴于恩格斯知识论的研究特点，有必要对其进行重新审视。本文重点研究的是恩格斯侄女的玛格丽特被选为观察对象的研究，第一版英译本出版于1931年。关于头脚表现形式和知识分子理论的部分摘录并重新审视他的著作。从幼儿保育人专业理解形成艺术，构建幼儿形成艺术教育学：学前形成艺术教育是幼儿教育的核心，可以说是促进人性发展不可或缺的教育。引导或帮助形成活动的目的是使儿童获得其原始的表达。幼儿形成性艺术教育学以学前形成性艺术教育和小学工艺美术教育为重点，同时又是一个新的概念，它将小学的生活部门教育、家庭的形成性艺术教育、美术馆教育、儿童馆教育、图书馆教育融为一体。较少

The Intellectualistic View in the Explication of Infants' Head-feet Expression Forms and Drawing Development Theory of G.H.Luquet : The purpose of this paper is to elucidate one of the important problems in the frame of the forming education in the childhood through infants' drawing research. In the first half of this paper I referred to the situation that "the Intellectualistic Theory " and "the Intellectual Realism" exist and these validities are not still verified. And next I referred to the fact that head-feet expression forms of infants' human drawings are explicated by the intellectualistic view. Moreover, I examined the problem concerning the variety of both descriptions closely and arranged the confusion of "the Intellectualistic Theory " and "the Intellectual Realism". In the latter half of this paper I described the relation to head-feet type and the drawing development theory by G.H.Luquet (1927), taking up "The defective Realism", "Inner model" and "the Intellectual Realism … More ". After all, "the Intellectual realism" which appears in the human drawing is a phenomenon which happens to the detail and it is not possible to apply to the point where a structural characteristic of head-feet type is disregarded. Because the body is not included in the drawings which infants try to express as what they know. Therefore, the motivation of head-feet type drawings should be sought from another theory.Criticism to The Intellectualistic Theory of H.Eng concerning infants' head-feet expression forms : The purpose of this paper is to clarify The Intellectualistic Theory and the surrounding problems in the frame of the forming education in the childhood through infants' drawing research focusing head-feet expression forms which can be observed in the initial character expression. In this paper, the focus is applied to H.Eng. Eng took the standpoint of the Intellectualistic theory, which insists "Children do not draw as they see but araw what they know and he explained an initial structure of head-feet expression forms by the theory. Although a lot of researchers who insisted on the intellectualistic theory exist from the beginning of the 20th century, only Luquet and Eng stated it in the background of specific infant's run case study. Nobody has stated like this since then. However, the opinion concerning head-feet expression forms of Luquet and Eng differs definitely. Therefore, it is necessary to reexamine the intellectualistic theory of Eng for its research characteristic by all means. Eng's research which is given critical consideration by this paper is the one that his niece's Margrethe was selected as the person for the observation, the first edition in English translation was published in 1931. The part concerning head-feet expression forms and the intellectualistc theory is excerpted and is reexamined his book.Understanding the Formative Arts by the Specialty of Child Care Person and Structuring the Infant Formative Arts Pedagogy : The formative arts education before entering school is a kernel of the infant education, and it can be said the indispensable one to promote human nature. The purpose of guidance or help to the forming activity is to make the child acquire his original expression. The infant formative arts pedagogy assumes the formative arts education before entering school and arts and crafts in the elementary school to be a Key, and at the same time it is a new concept which inclusively treats the life department education in the elementary school, the formative arts education at home, the art museum education, the child pavilion education, and the library education, which are the adjacent area. Less