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

幼儿头足表现形式解释中的智性观与G.H.Luquet的绘画发展理论：本文旨在通过对幼儿绘画的研究来阐明幼儿形成教育框架中的一个重要问题。在本文的前半部分，我提到了“理智主义理论”和“理智实在论”存在的情况，它们的有效性还没有得到证实。接下来我提到了婴儿人体绘画的头脚表达形式是用理智主义的观点来解释的。此外，我还仔细考察了两种描述的多样性问题，并整理了“理智主义理论”与“理智现实主义”的混淆。在本文的后半部分，我以“有缺陷的现实主义”、“内在模型”和“理智的现实主义……更多”为例，描述了G.H.Luquet（1927）与头脚类型和绘画发展理论的关系。毕竟，出现在人体绘画中的“知性现实主义”是一种发生在细节上的现象，不可能适用于忽略头脚型结构特征的点。因为身体不包括在婴儿试图表达他们所知道的图画中。因此，头脚式绘画的创作动机应该从另一个理论中寻求。对亨氏婴幼儿头脚表现形式智识论的批判：本文的目的是通过对幼儿绘画的研究，聚焦幼儿最初性格表现中可见的头脚表现形式，阐明亨氏婴幼儿形成教育框架下的智识论及其相关问题。本文的研究重点是应用于heng。他的观点是“孩子们画的不是他们所看到的，而是他们所知道的”，他用这一理论解释了头脚表达形式的最初结构。虽然从20世纪初就有很多学者坚持智力主义理论，但只有Luquet和Eng是在具体的幼儿跑步案例研究的背景下提出的。从那以后没有人这样说过。然而，吕凯和英格对头脚表达形式的看法却截然不同。因此，无论如何都有必要重新审视工程学的知识主义理论及其研究特点。英格的研究，这篇论文给予了关键的考虑是他的侄女玛格丽特被选为观察的人，第一版的英文翻译出版于1931年。摘抄了有关头脚表现形式和知性主义理论的部分，并对其著作进行了重新考察。从幼儿的特殊性认识幼儿的形成艺术，构建幼儿的形成艺术教育学：幼儿入学前的形成艺术教育是幼儿教育的核心，可以说是提升人性不可或缺的一环。对形成活动的指导或帮助的目的是使儿童获得他的原始表达。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为重点，同时是一种将小学生活部教育、家庭形成性艺术教育、美术馆教育、儿童馆教育、图书馆教育等相邻领域进行包容性对待的新概念。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