丰子恺美育思想及实践研究

发布时间：2018-04-18 09:08

本文选题：美育 + 绝缘　；参考：《辽宁大学》2017年硕士论文

【摘要】：丰子恺的美育思想深受特殊时代土壤的滋养,体现出鲜明的时代特性,同时他深受儒、道文化的熏陶,又汲取中国佛教文化的营养,在对西方美育思想加以借鉴、进行本土化改造的基础上,进一步丰富了其美育理论。丰子恺还从家庭教育、大众艺术启蒙教育和学校艺术教育三个途径践行其美育主张,在切身的教育实践中,其美育思想不断丰富和完善。文章通过以下四章对丰子恺的美育思想和实践进行研究,并深入挖掘其思想的独特价值和现实意义。第一章,阐述丰子恺美育思想的形成原因。丰子恺生活在中国社会大动荡、政治不稳定和文化大转型的特殊时期,美育救国思潮兴起,其美育思想深受时代环境的影响。同时,丰子恺在传统家庭的影响下深受儒、道两家文化的感化;师从李叔同,结交马一浮等佛教朋友,让他受到佛教思想的浸染;到日本求学,使他深入接触了日本文化和西学思想;细腻敏感、乐观通达的性格特点在他美育思想的形成中也起着重要作用。可以说,他的美育思想是在特定的时代背景和中西方文化双重影响以及独特的性格特质等多种因素的影响下形成的。第二章,探讨丰子恺美育思想的理论内涵。首先,挖掘丰子恺美育思想的理论基础,对其艺术观思想进行系统整理、分析。其次,论述丰子恺在美育观的思想内涵和基本观点,即“心为主,技为从”的美育原则及“艺术心”的培养两个方面。最后,阐明丰子恺美育思想的最终归属,即人生艺术化。不难发现,其美育思想从培养完善人的角度出发,密切联系生活实际,将艺术回归于日常生活和普通大众。在他看来,艺术能够给予人生慰安,通过美育人们培养“真善美”的圆满人格,将艺术精神应用于生活之中,从而提高人们的生活情趣,促进社会的和平、安定。第三章,论述丰子恺的美育思想在具体实践中的主张。丰子恺将美育思想落实到微观的教育实践中,切身的实践活动能够不断丰富和完善其美育理论。在家庭教育中,他从儿童角度出发,立足儿童切身需要和发展,尊重人的自然本性,保护最初“童心”。在大众启蒙艺术教育方面,丰子恺坚持“曲高和众”的大众艺术观,通过发表期刊文章、出版书籍普及艺术理论和美育知识。在学校艺术教育实践中,他切实践行“艺术办学,礼乐治校”的学校教育宗旨,并创新教学理念,提出“大艺术科”教学观。第四章,认识丰子恺美育思想的价值。从其美育理论的独特性来看,丰子恺的美育思想关注人的发展,尊重人的主体地位,培养真善美相统一的圆满人格;他怀有深切的人道主义情怀,关心大众疾苦,关注国家命运,希望通过美育唤醒大众的清醒意识,拯救人民和国家。从现实角度来说,丰子恺对现代美育理论的丰富和发展具有重要的促进作用,同时也为当下美育的实践提供了经验和启示。同时,丰子恺的美育思想有利于社会个体培养“艺术心”,涵养德性、涵养人格,协调人际关系,促进和谐社会。
[Abstract]:Feng Zikai's aesthetic education thought by special soil nourishment, reflect the distinctive characteristics of the times, he also by Confucianism, culture edification, and learn Chinese Buddhist culture in nutrition, and to learn from the western aesthetic thought, based on the localization, further enrich the theory of aesthetic education. Feng Zikai also from the family public education, art education and art education in three ways to practice the aesthetic education ideas, education practice in personal, aesthetic education and constantly enrich and perfect. Through the following four chapters of Feng Zikai's aesthetic education thought and practice research, and excavates its unique ideological value and practical significance. In the first chapter. Describes the causes of Feng Zikai's aesthetic education thought. Feng Zikai lived in Chinese social upheaval, the special period of political instability and cultural transformation, saving the rising trend of aesthetic education, the aesthetic education thought Think deeply influence the environment. At the same time, Feng Zikai in the family under the influence of traditional culture by Confucianism, Taoism influence; under the tutelage of Li Shutong, making Ma Yifu Buddhist friends, let him be Buddhism disseminated to Japan; to study, so that he deeply contact with Japanese culture and Western thought; sensitive character, optimistic access it plays an important role in the formation of his aesthetic thoughts. It can be said that his aesthetic education thought is formed in the influence of dual influence of specific era background and Western culture and unique personality traits and other factors. The second chapter discusses the theoretical connotation of Feng Zikai's aesthetic education thought. Firstly, excavates the theoretical basis of Feng Zikai's aesthetic education thought, the art thoughts systematically, analyzed. Secondly, discusses Feng Zikai's aesthetic education thought connotation and basic viewpoints, namely "heart, technology from aesthetic education" Two aspects of training principle and art of "heart". Finally, clarify the ultimate ownership of Feng Zikai's aesthetic education thought, the art of life. It is not difficult to find, the thought of aesthetic education from the perspective of cultivating perfect people, closely linked to real life, will return to the art of daily life and the general public. In his opinion, the art of give comfort, cultivate Zhenshanmei perfect personality by aesthetic education, the artistic spirit is used in life, so as to improve people's life, promote social peace and stability. The third chapter discusses Feng Zikai's aesthetic education thought in practice that Feng Zikai will implement the education practice of microscopic aesthetic education thought in the personal practice to enrich and perfect the theory of aesthetic education. In family education, he from the perspective of children, based on the children's personal needs and development, respect for human natural nature, to protect the most At the beginning of the "innocence". In the popular art of enlightenment education, Feng Zikai adhere to the "high and" popular art, published by journal articles, books and popular theory of art and aesthetic knowledge. In the school art education practice, he earnestly practice the art education, music therapy school "school education purpose, and innovative teaching ideas this," great arts "teaching view. The fourth chapter understanding of Feng Zikai's aesthetic education thought. Its unique aesthetic value from the theory point of view, the development of Feng Zikai's aesthetic education thought attention, respect the subject position, cultivating beauty of unity of perfect personality; he is a deep humanism, public concern suffering, concern the destiny of the country and the hope of awakening the masses through the aesthetic consciousness, the salvation of the people and the country. From a practical perspective, and the development of modern aesthetic education theory has important Feng Zikai It also provides experience and inspiration for the current practice of aesthetic education. At the same time, Feng Zikai's aesthetic education thoughts are conducive to the cultivation of "artistic heart", social ethics, moral character, interpersonal relationship and harmonious society.

【学位授予单位】：辽宁大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：J0-4

【参考文献】