摘要
教学美的创造非常复杂,要研究的问题很多,但教学美的创造者、教学美的创生机制和教学美的创造品是其中最基本的三个问题。教学美并非是由教师单方面创造的,而是和学生共同创造的。教学美的创生机制体现了教学美的预设性和生成性的结合和统一。教学美的创造品有很多,主要是美的课堂和美的形象,其特点是在动态中形成又在动态中发展、在时空中生成又超越特定时空、自身浑然一体而又让人解读不一。
The creation of teaching aesthetics is rather complex in that it has many problems to deal with. Among them the three most fundamental ones are the creator, the creating mechanism and the creation of teaching aesthetics. Teaching aesthetics is not created only by the teacher but co-created by the students and teacher. The creating mechanism of teaching aesthetics embodies the combination and unity of pre-establishing and generating. The creations of teaching aesthetics are various with the aesthetic classes and images as the main ones whose characteristics are： formed and developing dynamieally, generated in and transcending the specific time and space, and being integral but can be understood in different ways.
出处
《教育理论与实践》
CSSCI
北大核心
2009年第2期39-44,共6页
Theory and Practice of Education
基金
全国教育科学"十一五"规划教育部重点课题<教学美学的理论建构>(课题批准号:DAA080039)
南京师范大学高层次人才科研启动基金<教学美学研究>的成果之一。
关键词
教学美
创造
生成
教学美的创造品
teaching aestheties
create
generate
creation of teaching aesthetics
