论审美教育在人的全面发展中的意义

发布时间：2018-06-03 19:25

本文选题：审美教育 + 人的全面发展　；参考：《山东师范大学》2010年硕士论文

【摘要】： 审美教育通常称为美育,其内涵经历了几个世纪的探讨。一般认为它包括广义和狭义两种。广义的审美教育是指一切事物和现象所具有的影响人、感染人、陶冶人的教育功能,以及社会、学校和家庭有意识的利用审美教育的特点对人进行塑造的教育活动;狭义的审美教育是指与德育、智育、体育并列的一种教育方式。随着人类社会的不断发展,工业化大生产造成了人的片面发展,尤其是人的审美能力的缺失和审美意识的淡薄,日益成为一个突出的问题,也引起了人们的重视。审美活动从本质上说是一种实践活动,它具有特殊性。由于美是人的本质力量的一种感性显现,美的感受力、鉴赏力以及创造力的培养,往往会涉及到人类心理结构的完善、人生态度的变化和人格全面构建等广泛的问题;同时它侧重社会美、技术美、科学美等的熏陶及实践锻炼,起到陶冶性情、开发智力、培养意志和完善人格修养的作用。因此,审美教育是人的全面发展的重要组成部分,是人类实现自我发展需要的重要途径。审美教育的最终目的是达到人性的完善,马斯洛在他的需要理论中对人性做了这样的描述:人有生理需要、安全需要、归属和爱的需要、尊重的需要,这几种需要被称为缺失需要,是人的生存和发展所必需的,这几种需要的满足对人类的生理和心理健康有着重要的意义。自我认识和理解的需要、审美的需要、自我实现的需要被称为生长需要,它们虽然不是人类生存所必需的,但是对美化人类的生活有着积极的意义。马斯洛把人的审美活动和人性的自我完善联系在一起,审美体验是高峰体验的一种方式,这种审美体验能把审美主体的价值带给自己。审美教育作为人的全面发展中不可或缺的重要组成部分,它在实现人的全面发展中有着重要的地位和意义,是实现人的全面发展的“桥梁”。本文首先从审美教育在当代社会中存在的问题及其发展的方向性作了简单的阐释,认为人们对审美教育的基本内涵把握的不够科学,也不够深刻,对其重要性的认识也存在的不足,尤其在审美教育的实施方面,更是缺乏行之有效的方法和手段,无法真正发挥审美教育对人们思想、性格、行为的塑造作用。其次通过对比中西方审美教育思想的起源,论述了审美教育的萌发、产生和发展,从而引出了马克思的科学的审美教育思想,明确了审美教育的科学内涵。再次着重从审美教育的超越性即审美教育作为一种信仰取代宗教来论述审美教育具有陶冶人的情操、美化人的心灵、形成健康的审美观的巨大作用。审美教育的最终目的是培养自由全面发展的人,使人具备敏锐的观察能力、完善的心理结构、健康的人生态度、丰富的个性魅力,并有着自由的超越精神和积极的理想追求等品格,并且其目的体现在审美教育的全过程中,其过程就体现了审美教育的目的。最后,审美教育作为我国精神文明建设和素质教育的重要组成部分,它对提高全民族的精神文化素质,实现社会的全面进步,促进现代化发展,有深远而持久的意义。加强审美教育已经成为社会的需要和时代的呼声,这也是审美教育越来越引起社会关注的根本原因。
[Abstract]:Aesthetic education is usually called aesthetic education, and its connotation has gone through several centuries. It is generally believed that it includes two kinds of broad sense and narrow sense. The general aesthetic education refers to the influence of all things and phenomena on people, the infection of people, the educational function of edifying people, and the conscious use of aesthetic education in schools and families. In the narrow sense, aesthetic education refers to a way of education which is tied to moral education, intellectual education and sports. With the continuous development of human society, large industrial production has caused one-sided development of people, especially the lack of human aesthetic ability and the weakness of aesthetic consciousness. See.
Aesthetic activities are essentially a kind of practical activity, which is special. Because beauty is a perceptual manifestation of the essential strength of human beings, beauty's sensibility, appreciation and creativity often involve a wide range of problems, such as the perfection of the human psychological structure, the change of the attitude of life and the overall construction of the person, and it emphasizes the society at the same time. The edification and practice of beauty, technical beauty and scientific beauty play a role in edifying temperament, developing intelligence, cultivating will and perfecting personality cultivation. Therefore, aesthetic education is an important part of human development and an important way for human to realize the needs of self development.
The ultimate aim of aesthetic education is to achieve the perfection of human nature. In his theory of needs, Maslow describes human nature as such: human beings have physiological needs, safety needs, the needs of belonging and love, and the need of respect. These needs are called missing needs, which are necessary for the survival and development of human beings, and these needs are satisfied to the human life. Physical and mental health is of great significance. The needs of self understanding and understanding, the needs of aesthetic, and the need for self realization are called growth needs, although they are not necessary for human existence, but they have positive significance to beautify human life. Maslow linked the human trial of human beauty to the self perfection of human nature. Aesthetic experience is a way of peak experience. This aesthetic experience can bring the value of the aesthetic subject to itself.
As an indispensable and important part of the all-round development of human beings, aesthetic education has an important position and significance in realizing the all-round development of human beings. It is a "bridge" to realize the all-round development of human beings. This article first makes a simple explanation of the problems and the direction of the development of the aesthetic education in the contemporary society. The basic connotation of aesthetic education is not scientific, not profound enough, and the understanding of its importance is also insufficient. Especially in the implementation of aesthetic education, it is lack of effective methods and means, and can not really play the role of aesthetic education in shaping people's thought, character and behavior. Secondly, it compares the aesthetic of the western and Western countries. The origin of educational thought discusses the germination, production and development of aesthetic education, which leads to Marx's scientific aesthetic education thought and the scientific connotation of aesthetic education. Again, the transcendence of aesthetic education, that is, that aesthetic education is a belief instead of religion, discusses aesthetic education to edify human sentiment and to beautify the people. The ultimate aim of aesthetic education is to cultivate people with free and comprehensive development, and to make people with keen observation ability, perfect psychological structure, healthy life attitude, rich personality charm, free surpassing spirit and positive ideal pursuit and so on. In the whole process of aesthetic education, its process embodies the purpose of aesthetic education. Finally, aesthetic education is an important part of the spiritual civilization construction and quality education of our country. It has far-reaching and lasting significance for improving the spiritual and cultural quality of the whole nation, realizing the overall progress of the society and promoting the development of modernisation. It has become the voice of the needs and times of the society. This is also the fundamental reason why the aesthetic education has attracted more and more attention from the society.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G40-014

【引证文献】