儿童描绘自然的过程,是一次从心灵感知到艺术表达的奇妙旅程。本文旨在探索儿童如何依据其认知发展规律,将自然中的色彩元素转化为独特的美术语言。运用儿童认知心理,研究构建“感官接收—思维加工—记忆内化”的三层次认知模型,系统解析儿童从自然色彩符号感知到绘画语言形成的完整转化路径。研究表明,在感官层面,儿童通过视觉、触觉等感官通道获取自然符号;在思维层面,运用概括、逻辑等策略对感知素材进行组织与意义赋予;在记忆层面,通过前面两个层次的反复进行,构建形成稳定的绘画图式。研究揭示了儿童绘画表达与认知发展的内在关联,为基于认知规律的儿童美育实践提供了理论依据与实践指导。

The process by which children depict nature is a wonderful journey from perceptual awareness to artistic expression. This paper aims to explore how children transform the color elements in nature into unique artistic languages based on their cognitive development patterns. By applying children's cognitive psychology, a three-level cognitive model of "sensory reception - thinking processing - memory internalization" is constructed to systematically analyze the complete transformation path from the perception of natural color symbols to the formation of painting languages. The research shows that at the sensory level, children obtain natural symbols through visual, tactile and other sensory channels; at the thinking level, they organize and attribute meanings to the perceived materials by using strategies such as generalization and logic; at the memory level, through the repeated processes of the previous two levels, they construct and form stable painting schemas. The study reveals the intrinsic connection between children's painting expression and cognitive development, providing theoretical basis and practical guidance for children's aesthetic education based on cognitive laws.