中小学美育困境与审美人格培养

发布时间：2018-05-31 14:48

本文选题：中小学美育 + 困境　；参考：《四川师范大学》2015年硕士论文

【摘要】：在物欲化泛滥的今天,很多人精神层面的构建出现了不同程度的扭曲,主体的失落,情感的淡漠,心理的失衡,理性与感性的分裂,使得人们的人格不能得到良好的构建与提升。纵观中小学美育认知与美育实践的真实状况,出现的美育内容知识化、美育方式技能化、美育追求功利化、创美教育局限化等困境,值得我们关注这个群体美育的健康发展,因为美育是审美人格建构与培养的内容与途径,美育能够促进人的和谐与完整的发展,达到人格的提升与超越。本文主要分成三个部分:第一部分主要写了对核心概念加以界定并且对审美人格的三个特质加以阐明,探究美育与审美人格之间的内在关联。美育,特别是审美活动,对主体理想人格的培养具有重要的作用,因此,我们呼吁审美人格的构建与培养。第二部分主要写了构建审美人格培养的理论探讨模型,提出由外至内“术”、“学”、“道”的三个境界;通过对中小学审美认知现状和美育实践进行调查,发现其中存在的美育误区,甚至是困境,对中小学美育遭遇困境的进行归因分析,发掘美育发展不足,甚至是被忽视的深层原因。第三部分主要写了对中小学美育困境的归因探究和审美人格培养的理论模型探讨,在此基础上,为困境找出路,提出审美人格培养的基本策略,分别从(1)教师审美意识,(2)学生自我审美意识,(3)加强美育实践活动,(4)五育相互渗透,(5)家学社三者统一的五个方面提出自己建设性的意见,旨在为学生摆脱美育困境,倡导诗意化和超越化的人格构建,引导学生求真、向善、尚美的人格统一。人格的构建是一项极为复杂的系统性工程,我们不能回避甚至漠视人格发展中存在的问题,要通过美育的教化与作用美化克服人格建构中的障碍,经过多方面的协同作用,使得主体人格步入更加美好的境界。
[Abstract]:In today's overflowing material desire, many people's spiritual level construction has appeared different degrees of distortion, the loss of the subject, the indifference of emotion, the psychological imbalance, the division of reason and sensibility. Make people's personality can not get good construction and promotion. In view of the real situation of aesthetic education cognition and practice in primary and secondary schools, the emergence of aesthetic education contents, aesthetic education methods and skills, aesthetic education pursuit of utilitarianism, creation of the Bureau of Education and other difficulties, it is worth our attention to the healthy development of aesthetic education in this group. Because aesthetic education is the content and way of aesthetic personality construction and cultivation, aesthetic education can promote the harmonious and complete development of human beings and achieve the promotion and transcendence of personality. This paper is divided into three parts: the first part mainly describes the definition of the core concept and the three characteristics of aesthetic personality to explore the relationship between aesthetic education and aesthetic personality. Aesthetic education, especially aesthetic activities, plays an important role in the cultivation of subjective ideal personality, so we call for the construction and cultivation of aesthetic personality. The second part mainly writes about the theoretical model of constructing aesthetic personality cultivation, puts forward three realms of "skill", "learning" and "Tao" from outside to inside, and investigates the present situation of aesthetic cognition and aesthetic education practice in primary and secondary schools. In order to find out the misunderstandings and even the predicament of aesthetic education in primary and secondary schools, the attribution analysis is carried out to find out the deep reasons for the underdevelopment of aesthetic education and even the neglect of aesthetic education. The third part mainly discusses the attribution of aesthetic education dilemma and the theoretical model of aesthetic personality cultivation in primary and secondary schools. On the basis of this, the author puts forward the basic strategy of aesthetic personality cultivation. From the following five aspects: 1) teachers' aesthetic consciousness and 2) students' self-aesthetic consciousness 3) strengthening aesthetic education practice and strengthening the practice of aesthetic education, 5) five schools and schools put forward their own constructive opinions in order to get rid of the predicament of aesthetic education for students. Advocate poetic and transcendental personality construction, guide students to seek truth, good, beautiful personality unity. The construction of personality is a very complicated systematic project. We can not avoid or even ignore the problems existing in the development of personality. We should overcome the obstacles in the construction of personality through the enlightenment and beautification of aesthetic education, and pass through the synergistic action in many aspects. Make the subject personality into a better state.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.95

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