Abstract
The purpose of this paper is to clarify the relations among students' aesthetic appreciation, conceputual knowledge,
and procedural knowledge for the figure area. Judging from analyses and considerations of the results of the test, we found the
following. (1)All students got the high scores in aesthetic appreciation of figures regardless of fluctuation of the scores in
conceputual knowledge and procedural knowledge of figures. Therefore the students have some aesthetic appreciation of figures
or other.(2)There was no correlation between sum total scores of the acqirement of knowledge of figures and sum total scores of
aesthetic appreciation of figures in 4th grade students and 5th grade students. To students, originally, formation of concepts of
figures, aesthetic appreciation of figures, and the acqirement of knowledge of figures are influential and compensatory one
another. Therefore we found it necessary to connect aesthetic appreciation of figures with the acqirement of knowledge of figures
and improve students' formation of concepts of figures.
