义务教育阶段语文学科进阶式诗歌审美目标的建构  

The Construction of Progressive Aesthetic Goals for Poetry to Enhance Core Literacy in Chinese Language

作　　者：卓睿 ZHUO Rui(School of Education,Shanghai Normal University,Shanghai,200234)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《现代基础教育研究》2024年第3期115-120,共6页Research on Modern Basic Education

基　　金：国家社会科学基金重点项目“中国现代语文课程知识的理论资料搜集、整理与研究”(项目编号:22AZD156);2022年上海市超级博士后激励计划项目“美育视野下的小学语文诗歌教育研究”(资助编号:2022489)。

摘　　要：《义务教育语文课程标准(2022年版)》开创性地将“审美创造”作为核心素养总目标之一,而有关诗歌的学段审美目标却并未进行同步改进,存在明显的滞后性。针对此问题,文章在分析审美对象(诗歌)的审美特征及审美主体(学生)心智能力发展规律的基础上,本着两者协调共振的原则,提出设定进阶式审美目标的思路,并将之与义务教育的四个学段相耦合,最终以“诗形”“诗质”为两个横向维度,以“感性审美”“理性审美”“文化审美”“创造性审美”为四个纵向发展阶段,建构指向核心素养提升的进阶式诗歌学段审美目标体系,以期为新课标的完善提供参考。The Chinese Curriculum Standard for Compulsory Education(2022 Edition)innovatively sets“aesthetic creativ⁃ity”as an important dimension of core literacy.However,the aesthetic objectives for poetry at different learning stages have not been updated synchronously,showing a significant lag.In response to these problems,this study analyzes the aesthetic character⁃istics of the object(poetry)and the cognitive development rules of the subject(students),proposing a thought process for setting progressive aesthetic goals in coordination with these aspects.It aligns these goals with the four learning stages of compulsory edu⁃cation,constructing a system with“poetic form”and“poetic content”as horizontal dimensions and“sensory aesthetics”,“ratio⁃nal aesthetics”,“cultural aesthetics”,and“creative aesthetics”as four vertical development stages,and also constructing a pro⁃gressive aesthetic goal system for poetry learning in order to enhance core literacy.It aims to provide some references for improv⁃ing the new curriculum standards.

关 键 词：核心素养 审美创造 学段要求 进阶式审美目标 

分 类 号：G633.3[文化科学—教育学]