课堂审美教育的问题、原因与对策——基于陶行知美育思想的思考与建构  

Problems,Causes and Countermeasures of Aesthetic Education in Classroom

作　　者：程琳[1] 程岭[1] CHENG Lin;CHENG Ling(School of Education Science of Jiangsu Normal University,Xuzhou 221116,China)

机构地区：[1]江苏师范大学教育科学学院,江苏徐州221116

出　　处：《江苏教育研究》2020年第35期8-11,共4页Jiangsu Education Research

基　　金：江苏省教育科学“十三五”规划重点自筹课题“陶行知美育思想导引下学校美育系统构建研究”(B-b/2020/01/50);江苏省研究生科研与实践创新计划项目“基于陶行知美育思想的课堂美育体系研究”(KYCX20_2104)研究成果之一。

摘　　要：当前,课堂审美教育存在着审美环境单调、审美文化单薄、审美活动单一、审美角色固化、审美评价缺乏等问题,导致学生的审美感知力、审美情感力、审美合作力、审美创造力、审美思辨力未得到充分发展。基于陶行知美育思想,在课堂审美教育中,要通过解放学生,引领儿童建设优美环境,构建审美文化,打造美育组织,参与审美教学,丰富审美体验。At present,there are some problems in classroom aesthetic education,such as monotonous aesthetic environment,weak aesthetic culture,single aesthetic activities,solidified aesthetic role,and lack of aesthetic evaluation,which lead to the lack of students’aesthetic perception,aesthetic emotion,aesthetic cooperation,aesthetic creativity and aesthetic reasoning ability.Based on Tao Xingzhi’s aesthetic education thought,in classroom aesthetic education,students should be liberated and led to build beautiful environment,construct aesthetic culture,create aesthetic education organization,participate in aesthetic teaching and enrich aesthetic experience.

关 键 词：审美教育 课堂教学 陶行知美育思想 

分 类 号：G40-014[文化科学—教育学原理]