摘要
当前学校美育实践存在着“人学空场”现象,表现为美育目的知识技能化、教学过程主体性弱化和育人功能狭隘化。在人学立场上,学校美育以“现实的人”为逻辑起点,通过审美活动确证人的本质,在审美关系中彰显人的主体性,最终使人在感性发展中走向全面发展。为此,学校美育应回归以美育人本位,重塑立德树人的审美向度;突破校内场域边界,实现全域覆盖的审美浸润;加强主体审美互动,构建师生共生的美育课堂;面向现实生活世界,唤醒整全发展的审美生命。
At present,there is a phenomenon of“Man Absence”in the practice of aesthetic education in schools,which is manifested in the knowledge and skill of aesthetic education,the weakening of the subjectivity of the teaching process,and the narrowing of the educational function.From the standpoint of Hominology,school aesthetic education takes“the realistic man”as the logical starting point,confirms the essence of human beings through aesthetic activities,highlights human subjectivity in aesthetic relations,and finally enables people to move towards allround development in the development of perceptual feelings.For this reason,the aesthetic education of schools should return to the standard of educating people with beauty,and reshape the aesthetic dimension of morality and cultivating people;realize the aesthetic infiltration of global coverage;construct the aesthetic education classroom of symbiosis between teachers and students;and face the real life world and awaken the aesthetic life of the whole development.
出处
《中国人民大学教育学刊》
CSSCI
2024年第3期133-143,共11页
Renmin University of China Education Journal
关键词
人学
学校美育
以美育人
人的本质
人的全面发展
Hominology
School Aesthetic Education
Educating People with Aesthetics
Human Nature
Human Allround Development
