From Image Cognition to Aesthetic Creation: A Study on the Path of Primary School Photography Education in Promoting Children's Aesthetic Ability Development

Abstract

Photography education, as an intuitive visual art form, has gradually become an important medium for promoting the development of children's aesthetic abilities. This study selected 60 students aged 7-8 years from the first grade of a certain primary school as the research subjects. The photography education scale, image cognition ability scale, and children's aesthetic ability development assessment questionnaire were used for the investigation. Through descriptive statistical analysis, correlation analysis, and mediation and moderation effects, the mediating role of image cognition ability between photography education and children's aesthetic ability development was examined, as well as the moderating role of teacher guidance styles. The results showed that photography education activities could promote the development of children's aesthetic abilities. Image cognition ability played a partial mediating role between photography education and children's aesthetic ability development. The influence of photography education on the facilitative teacher guidance style was significantly greater than that of the directive teacher guidance style, while the influence of image cognition ability on the directive teacher guidance style was significantly greater than that on the facilitative teacher guidance style.