语文教育审美态度略论  

On the Aesthetic Attitude towards the Chinese Language Education

作　　者：杨道麟[1] 方芳 YANG Dao-lin;FANG Fang(Chinese Department,Central China Normal University,Wuhan,Hubei,430079;Bansomdejchaopraya Rajabhat University,Bangkok,Thailand,10600)

机构地区：[1]华中师范大学中文系,湖北武汉430079 [2][泰国]班颂德皇家师范大学,曼谷10600

出　　处：《韩山师范学院学报》2022年第1期93-98,共6页Journal of Hanshan Normal University

基　　金：国家社会科学基金一般课题“母语非汉语藏族中小学生汉语语用失误研究”(项目编号:17BMZ073);国家社会科学基金教育学重大课题“中小学语文教育改革研究”(项目编号:AHA120009)的子课题“语文教育观研究”;湖北省教育科学“十二五”规划立项课题“高师院校中文系必须注重学生从事语文教育的综合能力研究”(项目编号:2014B012)。

摘　　要：语文学科是一门融基础性、人文性、审美性为一体的学科,作为审美主体的教师,理应启发另一审美主体的青少年学生在审美活动中对审美客体即语文的审美态度的端正融入其全过程。因此,教师在语文教育中要抓住课文即文字作品而引导青少年学生唤起强烈的审美欲望、满足基本的审美需求、形成特定的审美动机、知悉深层的审美意图,进而促使他们的审美态度得以端正,并为重塑新时代迫切需要的“求真”“向善”“崇美”的创造性人才的“健全的人格”而努力。The course of the Chinese language is one that integrates fundamentality,humanity and aesthetic.As an aesthetic subject,the teacher should inspire the other aesthetic subject(i.e.young students)to integrate a correct aesthetic attitude towards the aesthetic object(i.e.the Chinese language)into the whole process of aesthetic activities.Therefore,in the Chinese language education,teachers should utilize the texts(i.e.written works)to guide young students to evoke strong aesthetic desires,meet basic aesthetic needs,form specific aesthetic motivations and understand deep aesthetic intentions,so as to correct their aesthetic attitude,and cultivate a“sound personality”of creative tal⁃ents who are“seeking truth”,“pursuing goodness”and“advocating beauty”and who are urgently needed for reshaping the new era.

关 键 词：语文教育 审美态度 审美欲望 审美需求 审美动机 审美意图 

分 类 号：H09[语言文字—语言学]