论美学教学的解构策略  

On The Deconstructive Strategies Of Aesthetic Teaching

作　　者：翟恒兴[1] 秦良杰[1] 鲁林华[2] 

机构地区：[1]浙江海洋学院人文学院,浙江舟山316004 [2]浙江海洋学院教师教育中心,浙江舟山316004

出　　处：《美育学刊》2013年第1期81-81,82-86,共6页Journal of Aesthetic Education

摘　　要：美学教学解构策略着眼于对教学过程中诸如直观体验与经验描述等内在矛盾的解决。解构主义之"解构"是一种"摧毁",美学教学解构策略之"解构"是一种"超越",但二者"解构"的目标都是为了"建构"。从内容看,它是一种旨在培养学生创新精神和反思精神的方法策略;从过程来看,它渗透于美学教学活动的各个层面和各个环节,不断地"增补"美学话语;从结构上看,它是一种有着鲜明的指导思想、明确的教学目标、明晰的操作程序和丰富的阅读技巧的教学策略。美学教学解构策略可通过清泻与擦除、体验与细读、盲视与洞见、增补与表述等活动体现出来。The deconstructive strategy of aesthetics teaching focuses on resolving inherent contradictions, such as the one be- tween the intuitional experience and empirical description in the teaching process. The ＂deconstruction＂ of deconstructionism is a ＂destruction＂ while the ＂deconstruction＂ of the deconstructive strategy in the teaching of aesthetics is a ＂surpassing＂, but these two ＂deconstructions＂ share an aim of ＂construction＂. In terms of its contents, the deconstructive strategy of aes- thetics teaching is intended to encourage a creative and reflective spirit in the students ; in terms of process, it permeates ev- ery aspect and part of aesthetics teaching, continuously ＂supplementing＂ aesthetics discourse; in terms of composition, it is a teaching strategy with a clear-cut guiding principle, well-.defined teaching goals, an easy operational procedure and a large number of reading skills. The deconstructive strategy in the teaching of aesthetics can be embodied through activities like clearing and erasing, experiencing and perusingl, blinding and realizing, supplementing and expressing.

关 键 词：美学教学解构策略 解构主义 建构 

分 类 号：B83-4[哲学宗教—美学]