教育鉴赏与教育批评理论的美学意蕴与课程实践  

The Aesthetic Analysis and Curriculum Practice of the Theory on Educational Connoisseurship and Criticism

作　　者：安超[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《湖南师范大学教育科学学报》2015年第5期44-50,共7页Journal of Educational Science of Hunan Normal University

基　　金：北京市教育科学研究规划重点课题"中国社会-文化视域下的教师实践性知识研究"[AIA11155]

摘　　要：教育鉴赏与教育批评,是美国著名教育学家和美术教育家艾斯纳在反思和批判传统教育评价的基础上,提出的一种质性评价模式,开辟了教育美学和评价美学的新道路,具有丰富的美学意蕴。教育鉴赏的关键在于主体间的"移情"和"创造性感知",其心理过程包括体验和共鸣、理解和领悟、判断和回味。教育批评重视主体间的"理解"与"阐释",其心理过程包含感性直观与理性对话。鉴赏与批评的主体具有"期待视野"和"召唤结构",二者是主体间性的关系。这种鉴赏式的美学评价方法有助于教师对学生进行创造性的感知和理性评价,从而真正促进学生的全面发展;有助于改善师生关系,构建教学相长的教育主体;有助于教师和学生获得丰富的审美经验和享受。This paper discusses the definition,value,subjects and methods of the theory on educational connoisseurship and criticism. By the aesthetic analysis and case study,the paper concludes that the key of educational connoisseurship which includes experience,resonance,understanding,insight,judgement and aftertaste is empathy and creative perception,the key of criticism which includes perception and rational sense is understanding and explanation,the relationship between teachers and students is inter-subjectivity between expecting view and response-inviting structure. Lastly,the paper analyzes how to practise the theory on educational connoisseurship and criticism by case study.

关 键 词：教育鉴赏与教育批评 主体间性 期待视野 召唤结构 评价美学 

分 类 号：G40-05[文化科学—教育学原理]