中国近代人本主义美育的发展及现实意义研究

发布时间：2018-04-07 19:00

本文选题：美育　切入点：人本主义美育　出处：《云南师范大学》2017年硕士论文

【摘要】：美育活动和美育思想最早可以追溯到奴隶制社会时期,中西方在审美教育方面都有着丰富的理论和实践研究。现代美育这一概念由德国美学家席勒提出,在中国近代由蔡元培先生译入。现代意义的人本主义美育以人为本,注重陶冶感情、培养人格,提倡个性、自由和创造,以审美教育为主要手段促进人的人格健全和全面发展。近代中国国家羸弱、民族危急、内忧外患、矛盾重重。在民族处于生死存亡之际,具有强烈忧患意识和民主意识的近代美育家在继承中国传统思想的基础之上,引进西学,融汇古今,结合当时的中国国情试图在人性解放、文艺自由方面开创中国文化和教育之新貌,为中华民族之变革高举旗帜,具有强烈的人本主义精神。本文试对中国近代人本主义美育孕育、形成、成熟三个阶段的中国近代美育理论进行分析,分别从以梁启超、王国维、蔡元培为主要代表的近代人本主义美育理论中挖掘其传统文化和美学思想渊源,探究他们理论的主要内容、深刻内涵和实践经验,总结出了此时期人本主义美育理论具有的主要特征。最后本文结合当前我国建设有中国特色社会主义精神文明的主要任务,针对我国目前推进教育改革、加强文化建设、培养创新人才、实现民族复兴的文化和教育战略的现状,认真思考和反思,对中国近代人本主义美育的核心理念进行发展提升,认真梳理了中国近代人本主义美育理论在培养健全人格和实现人的全面发展两方面的重要现实意义。人的全面、和谐发展是个人、社会乃至全人类的迫切需要,也是社会进步的重要标志。不难发现人本主义美育对于塑造人的个性,推动自由和创新意识,完善人格有着重要作用。希望通过本文的研究,在对中国近代人本主义美育的探索、分析、总结和提炼的基础上推进当前人本主义美育的发展,对当下我国的美育发展贡献砖瓦之力。
[Abstract]:The aesthetic activities and aesthetic thinking can be traced back to the slavery society period, in the West have a theoretical and practical study of rich in aesthetic education. The concept of modern aesthetic education proposed by German esthetician Schiller, in modern Chinese by Mr. Cai Yuanpei. Translated into modern humanism aesthetic education to people-oriented, pay attention to cultivate the feelings. The cultivation of personality, advocating individuality, freedom and creation, aesthetic education as the main means to promote the sound personality and all-round development. China countries weak, modern national crisis, contradictions. In the domestic trouble and foreign invasion, on the occasion of the National Office of vital importance, has a strong sense of crisis and sense of democracy on the basis of a modern aesthetic education, inheriting the traditional Chinese the introduction of Western thought, combined with the fusion of ancient and modern, Chinese situation attempts in the liberation of humanity, the freedom to create new Chinese culture and education of the Chinese. The national revolution to hold high the banner, has strong humanism spirit. This article tries to come Chinese modern humanism aesthetic form, analysis of modern aesthetic education theory Chinese mature three stages, respectively from the Liang Qichao, Wang Guowei, mining the traditional culture and the origin of modern aesthetic thought of Cai Yuanpei as the main representative of the humanism aesthetic education in theory, the main content of their theory, profound connotation and practical experience, summed up the main features of this period humanism aesthetic education theory. Finally, combining with the current construction of the main task Chinese characteristics of socialist spiritual civilization, aiming at promoting education reform, strengthening cultural construction, cultivating innovative talents the status quo, realize national rejuvenation and cultural education strategy, careful thought and reflection, the core concept of Chinese modern humanism aesthetic education in promoting development, Carefully combing the Chinese modern humanism aesthetic education theory in the important practical significance of the two aspects of cultivating healthy personality and realize the all-round development of people. People's all-round, harmonious development is the urgent need of individual, society and the whole human beings, but also an important symbol of social progress. It is not difficult to find humanism aesthetic education for the shaping of personality to promote freedom and innovation consciousness, plays an important role in perfecting personality. I hope that through this study, analysis of China in exploring modern humanism aesthetic education, based on the summary and the refinement to promote the development of the humanism aesthetic education, the aesthetic education development in our country nowadays with bricks.

【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B83-092

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