军事美育的构成与发展  

Composition and Development of Military Aesthetic Education

作　　者：黎洪银[1] 王雷平[2] 罗艳[2] 

机构地区：[1]西南大学文学院美育研究中心,审美认知与行为实验室,重庆400715 [2]中国人民解放军重庆通信学院人文教研室,重庆400035

出　　处：《美育学刊》2011年第2期29-33,共5页Journal of Aesthetic Education

基　　金：2010年国家社科基金西部项目"美育学视野下的当代军人核心价值观培育研究"(10XKS0017)的研究成果之一;2009年度重庆市社科规划项目"军事美育理论体系建构研究"(2009ZX09)的研究成果之一

摘　　要：改革开放以来,军事美育经历了30余年的探索与发展,先后集中于军人生活美育、军事人生美育、军校美育等内容的研究,逐渐构成了部队美育、军校美育和地方军事美育等三个相互关联的实践领域。军事美育的发展,提高了军人审美文化素质,塑造了军人精神人格美,使军人能够从更高、更生动、更形象的角度来认识和理解自己从事的军事活动的价值和意义。但相对于地方美育,军事美育仍存在诸多需要解决的问题。军事美育必须坚持培养和谐全面发展的军人的审美理想,通过广大军队美育工作者的共同努力,学习和借鉴地方先进的美育理念、优秀的美育成果和研究方法,扩大军事美育的影响,从而推动其全面健康的发展。Since China＇s reform and opening up to the outside world in the late 1970s, military aesthetic education has experienced 30-some years of exploration and development. Its focus has evolved from aesthetic education in military daily-life, military life to military schools, establishing an inter-related field of research composed of aesthetic education in troops, military academies and non-military academies. Over the years, military aesthetic education has helped soldiers to improve their aesthetic-cultural qualities and shape their personalities and military spirits as a whole, making it possible for soldiers to understand the value and significance of their own activities from the bottom of their heart. Compared with local aesthetic education, many issues in military aesthetic education remain to be addressed. Based on the aesthetic ideal of training harmoni- ous soldiers, military aesthetic teachers have to make joint efforts to learn from the more advanced concepts, methodology and results of other aesthetic educations if they are to expand and promote an all-round, sound development of military aesthetic education.

关 键 词：军事美育 发展 构成 军校美育 

分 类 号：E251[军事—军事理论]