我国现代美育学知识体系的发展审视与路径重构  

The Knowledge System of Modern Aesthetic Pedagogy in China:Development Scrutiny and Reconstruction Pathway

作　　者：何齐宗[1] 夏梦雪[1] HE Qi-zong;XIA Meng-xue(College of Education,Jiangxi Normal University,Nanchang 330022,China)

机构地区：[1]江西师范大学教育学院,江西南昌330022

出　　处：《高等教育研究》2024年第7期53-61,共9页Journal of Higher Education

基　　金：国家社会科学基金(教育学)一般项目(BAA200022);江西省教育科学规划重点课题(23ZD009);江西省社会科学基金一般项目(21JY23)

摘　　要：20世纪80年代以来,我国现代美育学知识体系的建构取得了一定的进展,初步形成了美育学知识体系的基本框架,不同的美育学著作的具体内容也各有特色。但当前我国美育学的知识体系还存在较明显的问题,不少美育学著作在美育学知识的构成上没有厘清美育学的学科边界,将一般的美学知识简单照搬进来,同时有较多的美育学著作在知识的结构上还不够严谨、不合逻辑。重构美育学的知识体系,应科学选择美育学的知识内容,着力优化美育学的知识结构。Since the 1980s,the construction of the knowledge system of modern aesthetic pedagogy in China has made some progress,which is mainly reflected in the initial formation of the basic framework of the knowledge system of aesthetic pedagogy,and the specific contents of different aesthetics textbooks also have their own characteristics.However,there are still obvious problems in the current knowledge system of aesthetics pedagogy.Many works of aesthetics pedagogy do not clarify the disciplinary boundaries of aesthetics pedagogy in terms of the composition of aesthetics pedagogy knowledge,bringing in general aesthetic knowledge in a simplistic manner.Many works of aesthetics pedagogy are not rigorous or illogical in the structure of the knowledge.The knowledge content of aesthetic pedagogy should be scientifically selected,and the knowledge structure of aesthetic pedagogy should be optimized when reconstructing the knowledge system of aesthetic pedagogy.

关 键 词：现代美育学 知识体系 

分 类 号：G40-014[文化科学—教育学原理]