美术教学中学生审美感知能力培养的理性思考  

Rational Reflection on Cultivating Students'Aesthetic Perception Ability in Art Teaching

作　　者：方峥 朱沛雨[2] 赵志毅[1] Fang Zheng;Zhu Peiyu;Zhao Zhiyi

机构地区：[1]杭州师范大学中国教育现代化研究院,杭州311121 [2]宿迁学院,宿迁223800

出　　处：《课程.教材.教法》2025年第4期134-139,共6页Curriculum,Teaching Material and Method

摘　　要：当今学校美术教学重“技术应用”轻“审美体悟”,过度强调“技艺手段”的训练,忽视“审美感知”能力提升的现象比较普遍,影响了美术课程目标的达成,应该引起教育工作者的警惕和反思。审美感知是人对美的特征及其意义的发现、感受、认识和反应能力,在落实立德树人根本任务中具有关键作用,培养学生审美感知能力是美育过程的起点和主要目标。基于审美感知具有整体性、通感性、思维性、情感性和文化性特征,美术教学需要从“整体观”的建立、“通感”能力的培养、“第一印象”的捕捉、“情感素养”的陶冶、文化素养的提升等方面着手培养中小学生的审美感知能力。In contemporary school art teaching,there is prevalent emphasis on technical application over aesthetic appreciation,with excessive focus on the training of technical skills and neglect of enhancing aesthetic perception,hindering the achievement of art curriculum objective and should provoke the vigilance and reflection among educators.Aesthetic perception refers to the ability to discover,feel,recognize and respond to the characteristics and significance of beauty and plays a pivotal role in fulfilling the fundamental task of fostering virtue through education and cultivating students'aesthetic perception ability is the start and primary goal of aesthetic education.Given that aesthetic perception is characterized by holism,synesthesia,thoughtfulness,emotionality and culture,art teaching should focus on establishing holistic view,nurturing synesthetic ability,capturing first impressions,cultivating emotional competency and enhancing cultural competency to foster students'aesthetic perception ability.

关 键 词：美术教学 审美感知 艺术教育 核心素养 

分 类 号：G40-014[文化科学—教育学原理]