课堂美育:基于知识理性的情感培育  

Classroom Aesthetic Education:Emotional CultivationBased on Knowledge Rationality

作　　者：耿婕[1] 郝燕 GENG Jie;HAO Yan(Teaching Department of Art Education,Shanxi Technology and Business University,Taiyuan 030006,China)

机构地区：[1]山西工商学院美育教学部,山西太原030006

出　　处：《美育学刊》2025年第1期50-56,共7页Journal of Aesthetic Education

基　　金：山西省美育学会科研专项课题“新时代高校课堂美育‘五要素’影响效果研究”(SXSMYZX2023008)的阶段性成果。

摘　　要：在“由单纯艺术教育向艺术教育与专业教育相结合转型”的趋势下,高校在专业教育课堂教学环节实施美育是一种创新性的尝试。课堂美育是在强调逻辑与认知的课堂上施加审美教育从而实现人的感性与理性的和谐。这一目标的实现要求教师具备前瞻的教育理念、深厚的专业素养以及充沛的教学情感。同时,为确保课堂美育的有效实施,还需妥善处理好三对关系:课堂因素的复杂性与美育效果的理想性之间的矛盾;教育目标的紧迫性与实施过程的渐进性之间的矛盾;柔性评价机制与硬性考核指标之间的矛盾。Under the trend of transitioning from pure art education to a combination of art education and professional education,implementing aesthetic education in professional education classroom in universities is an innovative attempt.Classroom aesthetic education is the application of aesthetic education in a classroom that emphasizes logic and cognition,in order to achieve harmony between human sensibility and rationality.The realization of this goal requires teachers to possess forward-looking educational concepts,profound professional qualities,and abundant teaching emotions.At the same time,to ensure the effective implementation of classroom aesthetic education,three pairs of relationships need to be properly handled:the contradiction between the complexity of classroom factors and the idealism of aesthetic education effects;the contradiction between the urgency of educational goals and the gradual implementation process;the contradiction between flexible evaluation mechanism and rigid assessment indicators.

关 键 词：高校美育 专业课程 课堂美育 实施原则 

分 类 号：G40-014[文化科学—教育学原理] G642[文化科学—教育学]