对话与交往：当代美育审美价值观建构机制研究

发布时间：2018-04-23 16:35

本文选题：审美价值关系 + 审美价值观　；参考：《华中师范大学》2009年博士论文

【摘要】： 对话与交往,是当代美育建构审美价值观的重要机制。美育建构审美价值观,需要建立在学生个体审美活动对话和交往的基础上,主要在学校课堂上多种形式的对话和交往中得以实施,把握建构审美价值观诸要素的美育课堂,逐步推进和落实审美价值观建构的程序和实效,并进一步在与开放的文化和广阔的生活之对话和交往中,进行审美价值观的检验、调整和巩固。总体说来,对话与交往,作为当代美育建构审美价值观的重要机制,其中,审美价值关系的对话与交往,是机制核心;后现代视域中美育课堂的对话与交往,是机制特征;对话与交往中的美育要素,是机制实施;走向有效而无限的对话与交往,是机制保障。美育建构审美价值观,最根本的要依托于作为个体的审美欣赏者的具体审美活动。美育建构审美价值观机制的核心,就是审美价值关系的对话和交往。这种对话和交往,是指学生首先作为个体的审美主体在审美价值关系中的对话和交往行为。审美价值关系的对话与交往,首先来源于审美价值主客体的统一,这体现在审美价值是种关系范畴,是在实践中产生的主客体统一。其次,审美价值关系的对话与交往,主要表现为审美价值主客体的对话和审美活动主体间性的交流。欣赏者,首先作为一个独立的审美主体,必然和审美客体(审美对象)进行观照和对话,体现了从主客体性到主体间性的双重转换。在进行对话的过程中,审美价值的主体性得以彰显,欣赏者的主体性得以建构。随着审美活动的深入进行,审美活动中的主体(我们根据艾布拉姆斯在其《镜与灯:浪漫主义文论及批评传统》中的经典提法),除了作为审美价值主体的欣赏者和艺术品之外,还有艺术家和世界。这四种角色又共同构成了审美活动中的主体,使审美活动由审美价值关系中审美主体(欣赏者)单个主体活动转向了多个主体间的交互作用,体现了审美活动的主体间性。在多重对话和交往中,美育建构审美价值观伴随着审美价值关系中的主体性到主体间性的建构。教育活动作为一种培养人的社会实践活动,本质上是一种建立在人类生产实践活动基础之上的人与人之间的特殊交往实践活动。教育交往实践实际上是一种教育主体之间的相互作用、相互交流、相互沟通和相互理解的过程,是一种人与人之间全面的心灵对话过程。后现代视域中美育课堂的对话和交往,是当代审美教育建构审美价值观的重要机制特征,这种特征的本质是促发每个学生自由精神的生长。美育课堂上的教师—学生、学生—学生、学生与自我的对话和交往活动,既能体现学生与其他主体之间的关系特征,又能由此显示出美育需建构的审美价值观之标准。这两个方面相辅相成,是美育建构审美价值观的机制不能回避的关键问题。平等性和依赖性、开放性和原则性、新理性和完满性既是美育课堂建构审美价值观的对话与交往活动的特征,又是后现代视域中美育课堂所应建构的审美价值观的标准。其中,平等性和依赖性主要体现为和谐互动的美育课堂和建构多元审美价值观,开放性和原则性主要体现为建构开放的审美价值观和建构社会主义核心价值体系,新理性和完满性主要体现为美育引领精神和建构人文审美价值观。美育建构审美价值观的机制实施,主要体现在对话与交往的美育过程的诸要素中,这些要素贯穿在作为审美教育的主体和对象的双重存在——学生不同的审美经验的阶段中。在研究和选择这些要素的时候,必须同时考虑美育过程的两个最为重要的主体——教师和学生的共性。同时,作为美育对象的学生,美育实施的要素必须将审美活动的两种心理要素(价值心理要素和认识心理要素)都涵括在内。由于审美活动主要是情感领域的活动,并以此与科学和道德区分,所以,美育应突出情感活动,强调从审美愉悦出发。在审美活动过程中,审美感知、审美移情、审美想象等审美感受活动侧重审美主体的感性审美活动,是审美主体具体体验的审美活动初级阶段,因此,“在感美中健全审美感受”是美育建构审美价值观的基础——对审美表象的感觉和知觉的审美价值初级意识。审美感受的进一步发展就是审美思维,它是由审美感性上升为审美理性后的审美价值高级意识,由形象价值意识发展为较为明晰的关于美的观念(审美价值观)。在这一过程中,审美判断、审美评价、审美批判等价值心理要素和认识心理要素,构成了审美价值观建构的重要心理要素。持续建构的审美价值观,不是以稳定不变的概念或规律形而上地担任着控制者的角色,而是渗透在每一次具体的审美活动中,往往内化为欣赏者的审美需要、审美趣味、审美理想和审美境界,它们共同决定着审美主体的每一次审美经验活动,并且在每一次审美经验活动中重新不断地改变和调整着欣赏者的审美需要、审美趣味、审美理想和审美境界。因此.这四个要素作为美育长远的基点,提示美育的审美价值观建构过程是一个长期的、不断持续建构的过程,是一个逐步内化到学生的审美心理图式和审美人格结构中的过程。这些要素既体现在课堂审美教育的实施过程中,也体现了长期美育的发展方向,既有审美情感的沟通和交流、审美感受的对话和交流,还有审美理性的对话和互通、审美人格的互动和交往。美育建构审美价值观,是一个长期建构的过程,也是学生和多个对象长期对话和交往的过程。对话和交往,除了美育课堂上学生与文本、学生与教师、学生与学生、学生与自我的对话和交往外,还有学生与开放文化、生活世界的对话和交往。从美育课堂走向鲜活广阔的审美文化和生活世界.意味着从封闭狭小的对话空间走向开放无限的交往天地。走向有效而无限的对话和交往,是美育建构审美价值观的机制保障。学生走向文化生活、走向现实世界,在进一步持续建构审美价值观的过程中,进行有效而无限的对话和交往,也需要运用正确的方法,唯有如此,才能使得学生的对话和交往活动得以积极地进行。这些对话和交往的方法来源于美育课堂上教师与学生之间的有效对话和交往的方法,尤其是教师的有效对话方法为文化、生活的无限对话和交往提供保障。教师的有效对话方法包括传授美学知识、训练审美技能、提高审慎思维,学生在美育课堂上得到的这些美学知识、审美技能和审慎思维,既促进教师与学生之间对话与交往深入展开,又为学生走向无限的对话和交往活动提供保障。这样,学生与开放文化的交往,无论是与多种艺术种类的审美文化交往、视觉文化交流,还是综合性美育渠道的沟通,都能显示出出色的对话和交往能力。美育课堂内外相辅相成,其构建的审美价值观,将最终最为广泛地与生活进行无限的对话和交往,并作用在生活的点滴之中。只有真正变生活为艺术、审美价值观与生活“同在”,审美价值观的建构才真正在最广泛的意义上发挥着它无所不在的魅力。
[Abstract]:Dialogue and communication is an important mechanism for contemporary aesthetic education to construct aesthetic values. The aesthetic values of aesthetic education should be built on the basis of the dialogue and communication of the individual aesthetic activities of the students. It is carried out in various forms of dialogue and communication in the school class and grasps the aesthetic education class which constructs the elements of the aesthetic values and progressively promotes the aesthetic values. And to implement the procedure and actual effect of the construction of aesthetic values, and to further the examination, adjustment and consolidation of the aesthetic values in the dialogue and communication with the open culture and the broad life. In general, dialogue and communication are the important mechanism for the construction of aesthetic values in contemporary aesthetic education, in which the dialogue and communication of the aesthetic value relationship are made. It is the core of the mechanism; the dialogue and communication in the aesthetic education class in the post-modern field of view is the characteristic of the mechanism; the elements of aesthetic education in dialogue and communication are the implementation of the mechanism; the dialogue and communication to the effective and infinite is the guarantee of the mechanism.
Aesthetic values of aesthetic education are based on the specific aesthetic activities of the individual's aesthetic appreciation. The core of aesthetic value mechanism of aesthetic education is the dialogue and communication of the relationship between aesthetic values. This dialogue and communication refers to the dialogue and communication of the students first as the individual's aesthetic subject in the relationship of aesthetic value. The dialogue and communication of the relationship of aesthetic value originates from the unity of the subject and object of the aesthetic value, which is reflected in the aesthetic value as the category of relationship and the unity of subject and object in practice. Secondly, the dialogue and communication of the relationship of aesthetic value are mainly manifested in the dialogue between the subjective and the object of the aesthetic value and the intersubjectivity of the aesthetic activities. In the process of dialogue, the subjectivity of the aesthetic value is highlighted and the subjectivity of the appreciating is constructed. With the deepening of the aesthetic activities, the examination is carried out with the deepening of the aesthetic activities. The main body of beauty activities (according to the classical formulation of Abrams's < mirror and light: Romanticism and criticism tradition), besides the appreciates and works of art as the subject of aesthetic value, and the artists and the world. These four roles constitute the main body of the aesthetic activities and make the aesthetic activities close to the aesthetic value. The individual subject activity of the aesthetic subject in the Department has turned to the interaction between many subjects and embodies the intersubjectivity of the aesthetic activities. In multiple dialogues and contacts, aesthetic values of aesthetic education are accompanied by the subjectivity of the aesthetic value relationship to the construction of intersubjectivity.
Educational activities, as a kind of social practical activities for the cultivation of people, are essentially a special communication practice between people and people based on the practice of human production. In fact, educational communication practice is a process of interaction, communication, communication and mutual understanding among the subjects of education, and is a kind of person and one. The process of comprehensive mental dialogue between people. The dialogue and communication in the aesthetic education class in the post-modern field of view is an important mechanism for the construction of aesthetic values in contemporary aesthetic education. The essence of this feature is to promote the growth of the free spirit of every student. The dialogue and communication between teachers and students, students, students, students and self in the classroom of aesthetic education is the essence of the dialogue and communication. Activities can not only reflect the relationship between students and other subjects, but also show the standard of aesthetic values that aesthetic education should construct. These two aspects are complementary to each other. It is the key problem that aesthetic education can not avoid in the construction of aesthetic values. Equality and dependence, open and principled, new rationality and completeness are both aesthetic education. The classroom construction of the dialogues and communicative activities of aesthetic values is the standard of aesthetic values that should be constructed in the post-modern field of view of aesthetic education. Among them, equality and dependence are mainly embodied in the harmonious interactive aesthetic education class and the construction of multiple aesthetic values, and the openness and principle are mainly embodied in the construction and opening of the aesthetic price. Values and construction of socialist core value system, new rationality and completeness are mainly embodied in the guiding spirit of aesthetic education and the construction of humanistic aesthetic values.
The mechanism for aesthetic education to construct aesthetic values is mainly embodied in the various elements of the process of aesthetic education in dialogue and communication. These elements run through the dual existence of the subject and object of Aesthetic Education - the students' different aesthetic experience. In the study and selection of these elements, the two must consider the process of aesthetic education at the same time. The most important subject is the commonness of teachers and students. At the same time, as the students of aesthetic education, the essential elements of aesthetic education must be included in the two psychological elements of aesthetic activities (the factors of value psychology and cognitive psychology). Because aesthetic activities are mainly emotional domain activities, and therefore, they are distinguished from science and morality. Aesthetic education should focus on emotional activities and emphasize on aesthetic pleasure. In the process of aesthetic activities, aesthetic perception activities such as aesthetic perception, aesthetic empathy, aesthetic imagination and other aesthetic activities are the primary stages of aesthetic activities, which are the primary stages of the aesthetic subject, and the "perfect aesthetic feeling in the beauty of the beauty" is the construction trial of aesthetic education. The basis of the aesthetic values is the primary consciousness of the aesthetic value of the aesthetic perception and perception. The further development of the aesthetic feeling is the aesthetic thinking. It is the advanced consciousness of the aesthetic value after the rise of aesthetic sensibility to the aesthetic rationality, and the concept of aesthetic value (aesthetic value), which is developed from the consciousness of the image value to the beauty. In the course of the process, the aesthetic judgment, aesthetic evaluation, aesthetic criticism and other value psychological elements and cognitive psychological elements constitute the important psychological elements of the construction of aesthetic values. The aesthetic values that continue to be constructed are not in a stable and constant concept or regular form of the role of the controller, but permeate in every specific aesthetic life. In the movement, it is often internalized as the aesthetic needs of the appreciating, aesthetic taste, aesthetic ideal and aesthetic realm, which together determine the aesthetic experience of the aesthetic subject, and constantly change and adjust the aesthetic needs of the appreciating, aesthetic taste, aesthetic ideal and aesthetic realm in every aesthetic experience. As a long-term basis for aesthetic education, these four elements suggest that the process of aesthetic value construction of aesthetic education is a process of long-term and continuous construction, which is a process of gradual internalization to the aesthetic psychological schema and aesthetic personality structure of the students. These elements are embodied in the implementation of aesthetic education in the classroom, as well as the long-term beauty. The development direction of education is not only the communication and communication of aesthetic emotion, the dialogue and communication of aesthetic feeling, but also the dialogue and intercommunication of aesthetic rationality, and the interaction and communication of the aesthetic personality.
Aesthetic education is a long-term process of constructing aesthetic values. It is also a process of long-term dialogue and communication between students and many objects. Dialogue and communication are the dialogue and communication between students and texts, students and teachers, students and students, the dialogue and communication between students and self, and the dialogue and communication between students and the open culture and the living world in the aesthetic education class. From the aesthetic education class to the bright and bright aesthetic culture and the living world, it means the opening of the open and narrow dialogue space to the open and infinite communication world. To the effective and unlimited dialogue and communication is the mechanism for aesthetic education to construct aesthetic values. Students go to the cultural life, go to the real world, and continue to construct the aesthetics further. In the process of values, effective and unlimited dialogues and exchanges need to be used in the right way. Only in this way can students' dialogues and communication activities be actively carried out. These dialogues and contacts are derived from the effective dialogue and communication between teachers and students in the aesthetic education class, especially the teachers. The effective dialogue method provides a guarantee for the culture, the infinite dialogue and communication of life. The effective dialogue method of teachers includes the teaching of aesthetic knowledge, the training of aesthetic skills, and the enhancement of prudent thinking. The aesthetic knowledge, aesthetic skills and prudent thinking obtained by the students in the aesthetic education class can promote the dialogue and communication between teachers and students in depth, It also provides guarantee for the students to move towards unlimited dialogue and communication activities, so that the communication between students and the open culture, whether it is with the aesthetic and cultural exchanges with various kinds of art, the communication of visual culture, or the communication of comprehensive aesthetic education channels, can show excellent dialogue and ability. The beauty of value will ultimately be the most extensive dialogue and communication with life, and it is in the dripping of life. Only the real change of life is art, the aesthetic values and life are "with", and the construction of aesthetic values really plays its omnipresent charm in the most extensive sense.

【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G40-012

【参考文献】