教师美育素养的结构要素及培育策略  

The Structural Elements and Cultivation Strategies of Teachers’Aesthetic Education Competency

作　　者：刘慧琴 李艳[1] 沈薇薇[1] LIU Hui-qin;LI Yan;SHEN Wei-wei(College of Education,Guizhou Normal University,Guiyang,Guizhou 55025,China)

机构地区：[1]贵州师范大学教育学院,贵州贵阳550025

出　　处：《贵州工程应用技术学院学报》2025年第1期117-123,共7页Journal of Guizhou University Of Engineering Science

基　　金：2024年贵州省民宗委贵州师范大学铸牢中华民族共同体意识研究基地2024年度课题“贵州中小学构筑中华民族共有精神家园的理论逻辑与教育实践路径研究”,项目编号:2024ZC09。

摘　　要：提升教师美育素养是教育高质量发展的时代诉求,教师美育素养是教师具备的美育认知、情感、意志、行动等综合性品质,体现为专业性、情感性、持续性和融合性。教师美育素养包括认识美层面的美育认知、认同美层面的美育情感、追求美层面的美育意志和践行美层面的美育行为四个要素,它们共同构成了美育“内化于心,外化于行”的整体性结构维度。培育教师美育素养,应从教师美育素养的“知”“情”“意”“行”这一心理结构出发,形成以知启美、以情润美、以意扬美、以行践美的内外结合、知行合一的培育路径,促进教师美育素养的全面提升。The improvement of teachers’aesthetic education competency is the demand of The Times for high-quality development of education.Teachers’aesthetic education competency is the comprehensive quality of teachers’cognition,emotion,will and action,which is characterized by professionalism,affectivity,continuity and integration.It includes four elements:cognition of aesthetic education at the understanding level,emotion of aesthetic education at the identification level,will to pursue aesthetic education at the pursuit level and behavior of aesthetic education at the practice level,which together constitute the overall structural dimension of aesthetic education“internalized in the mind and externalized in the form”.The cultivation of teachers’aesthetic education quality should start from the psychological structure of“knowledge”,“feeling”,“intention”and“action”of teachers’aesthetic education competency,and form the cultivation path of enlightening beauty with knowledge,embellish beauty with feeling,raise beauty with intention,combine beauty with practice inside and outside,and integrate knowledge and action to promote the overall improvement of teachers’aesthetic education competency.

关 键 词：美育 教师美育素养 培育 

分 类 号：G40[文化科学—教育学原理]