随着对幼儿园艺术教育研究的不断深入，幼儿园美术教育呈现与社会文化相融合的趋势。幼儿处于全球化和信息技术的时代，各种视觉图像充斥在幼儿的日常生活中，美术教育迫切需要回应当前幼儿的生存环境。视觉文化作为一个立足点，为幼儿园美术教育研究提供了新的研究视角，可以加强社会、文化与艺术教育的联系，帮助幼儿在美术教育中构建视觉体验，发展和巩固社会和文化经验并进行思考。因此，为了在幼儿园美术教育中实现幼儿与社会文化的深层联系，和幼儿批判性思维的发展。本研究基于视觉文化的立场，以Y幼儿园为研究场域，探索幼儿园美术教育应具备的核心要素，并提出相应的建议。

第一部分，基于对文献的梳理与总结，确定幼儿园美术教育实施应具备要素的一级维度和二级维度。具体内容有包括视觉形象、视觉表征、视觉性和视觉建构四个元素。视觉形象包括图像、影像和景观，这三者应体现多样性、生活化和互文性的特点；视觉表征包括语境创设和表征支持，其中语境创设包括创造语境、探究语境、功能与意义和结构支持四类语境；视觉性包括观看关系与表现、生产关系和视觉场；视觉建构包括视觉经验建构和社会文化经验建构。这四个元素内在的逻辑关系体现在幼儿园美术教育实施过程中。

第二部分，通过对Y幼儿园美术教育实施过程进行观察，对保教主任、专职教师、和一线教师进行访谈，对幼儿作品、教师教案及教研文本进行实物分析。分别从Y园美术教育活动、区域活动和幼儿园环境创设中进行数据收集，并通过实物分析法分析出Y幼儿园在美术教育实施过程中融入了视觉文化所具备的四个核心要素。其中在视觉图像中，Y幼儿园注重运用多种方式进行体现，并在视觉图像中融入多种文化。在视觉表征方面Y幼儿园注重语境创设和表征支持，它具体体现在美术教育活动过程中，积极与幼儿对话，并支持幼儿同伴合作与交流，形成冲突语境，在此过程中又尊重幼儿主体性，支持幼儿语言的自由表达；在表征过程中，Y幼儿园从材料、环境以及创作方式等诸多方面为幼儿提供充足的视觉表征支持。从视觉性层面Y幼儿园向幼儿提供可接受视觉文化的视觉场域，从文化历史维度和多元文化维度向幼儿呈现不同创作背景的美术作品，使幼儿在这一视觉场域中达到和其他社会文化和创作意图相联系的目的。在视觉建构层面，Y幼儿园以尊重幼儿主体性发展，提倡生活化的幼儿园美术教育活动，使幼儿在社会层面和视觉层面进行积极建构。本章也揭示了Y幼儿园美术教育实施现状与视觉文化实施核心要素之间的共同点和不同点并进行原因分析。

最后在结论与讨论部分，基于以上分析的研究结果，提出视觉立场下幼儿园美术教育核心要素，以及从视觉立场出发对幼儿园美术教育提出建议以及对本研究的思考。

With the deepening of the research on the kindergarten art education, the kindergarten art education presents a trend of integration with social culture. Children at the age of globalization and information technology, all kinds of visual images is in children's daily life, art education is an urgent need to respond to the current children's living environment. Visual culture, as a foothold, provides a new research perspective for kindergarten art education research, which can strengthen the connection between society, culture and art education, help children to build visual experience in art education, develop and consolidate social and cultural experience and think. Therefore, in order to realize the deep connection between children and social culture and the development of children's critical thinking in the kindergarten art education. Based on the standpoint of visual culture, this study takes Y Kindergarten as the research field, explores the core elements that kindergarten art education should have, and puts forward corresponding suggestions.

The first part, based on literature review, determine the preschool art education implementation should have elements of the first dimension and the second dimension. The concrete content includes four elements: visual image, visual representation, visual nature and visual construction. Visual image includes image, image and landscape, which should reflect the characteristics of diversity, life and intertextuality. Visual representation includes context creation and representational support, of which context creation includes four types of context: creation context, inquiry context, function and meaning, and structural support. Visuality includes viewing relation and expression, production relation and visual field; Visual construction includes visual experience construction and social cultural experience construction. The internal logical relationship of these four elements is reflected in the implementation of fine arts education in kindergarten.

Through the observation of the implementation process of art education in Y kindergarten, interviews with the director of education, full-time teachers and front-line teachers, physical analysis is made of children's works, teachers' teaching plans and teaching and research texts. Data were collected from the art education activities, regional activities and kindergarten environment creation in Y Garden, and the four core elements of visual culture in the implementation of art education in Y Kindergarten were analyzed through physical analysis method. In the visual image, Y Kindergarten pays attention to the use of a variety of ways to reflect, and into the visual image into a variety of cultures. In terms of visual representation, Y kindergarten pays attention to context creation and representation support, which is embodied in the process of art education activities. It actively talks with children and supports the cooperation and communication of children's peers to form a conflict context. In this process, it respects children's subjectivity and supports their free expression of language. In the process of representation, Y kindergarten provides children with sufficient visual representation support from many aspects such as materials, environment and creative methods. From the visual level, Y kindergarten provides children with a visual field of acceptable visual culture, and presents children with art works with different creative backgrounds from the cultural and historical dimensions and the multi-cultural dimension, so that children can achieve the purpose of connecting with other social cultures and creative intentions in this visual field. In terms of visual construction, Y kindergarten respects the development of children's subjectivity and advocates life-oriented kindergarten art education activities, so that children can actively construct at the social and visual levels. This chapter also reveals the similarities and differences between the implementation status of art education in Y kindergarten and the core elements of visual culture implementation, and analyzes the reasons.

Finally, in the conclusion and discussion part, based on the research results of the above analysis, the paper puts forward the core elements of kindergarten art education under the visual perspective, and puts forward suggestions for kindergarten art education from the visual perspective as well as reflections on this study.