摘要
对语文教材文学类文本的审美解读与体验、审美分析与把握,是与认知性解读、单一性筛选信息的解读不同的一种"审美透视"。这种通过对文本审美世界的感悟来完成的精神体验活动,生成了审美主体对往返流淌于文本和自我之间的情感生命运动的内心领会。审美透视的过程又是解读主体参与文本审美创造的过程,通过双方的对话,达到了各自向对方的精神敞开与彼此接纳。而陶冶性是审美透视的最佳境界,随着对于美的感受、观赏、体味、创造和享受,实现了对审美主体心灵的感染与熏陶。
Different from cognitive reading and homogeneously information -screening reading, aesthetic read- ing and experience, and aesthetic analysis and grasp of the literary texts in Chinese teaching materials are an ＂aesthetic perspective＂. This sort of activities in spiritual experience fulfilled by the apperception of the aes- thetic world of the text give rise to an inward comprehension of the emotional movement of life flowing back and forth between the text and the self on the part of the aesthetic subject. The process of aesthetic perspective is again a process revealing the participation of the subject in the aesthetic creation of the text, arriving at a spir- itual openness to and acceptation of each other by way of dialogue. Personality - cultivation is the best state obtained by aesthetic perspective, and, along with the aesthetic subject~ experience, contemplation, apprecia- tion, creation and enjoyment of beauty, it will exert an uplifting influence upon the mind of the aesthetic sub- ject.
出处
《山东师范大学学报（人文社会科学版）》
2013年第1期121-126,共6页
Journal of Shandong Normal University(Humanities and Social Sciences)
基金
作者参与研究的山东省社会科学规划研究项目"语文教学文本学研究"(10CJYJ18)的阶段性成果
关键词
文学类文本
审美透视
语文教材
literary texts
aesthetic perspective
Chinese textbook
