摘要
据调查问卷可知,五年制高职院校学生人文素养缺乏,缺乏审美文化观照,因而,审美化育人的实践研究势在必行。育人目标应以人为本,赏识关爱学生。内容应注重显性育人课程和隐性育人资源的审美化开发利用。方法要注重实践性、体验性、互动性、平等性、创新性、多元性。评价应注重综合性评价、过程性评价及积极性评价。总之,应以审美为目标,以文化为介质,形成育人合力,提升学生人文素养乃至核心素养。
Humanistic Quality is an important component of key competency among five-year vocational institue students.According to surveys,the lack of humanistic quality results in lacking in aesthetic culture.So practical research on aesthetic culture education of five-year vocational institue is imperative under such circumstances.Education should be people-oriented with more appreciation and care towards students.Its contents should focus on the development of both dominant education courses and recessive education resources.Measures are taken on practicality,experience,interaction,equality,creation and diversity.Evaluation should be emphasized on comprehensive evaluation,process evaluation and positive evaluation.In brief,humanistic quality and even key competency promotion should be based on aesthetic education and culture.
作者
杨翠娟
YANG Cui-juan(Yancheng Preschool Normal College,Yancheng,Jiangsu,224002)
出处
《长江工程职业技术学院学报》
CAS
2018年第1期28-30,共3页
Journal of Changjiang Institute of Technology
基金
2015年度中国建设教育协会立项课题"高职建筑专业学生人文素养提升的实践路径--以盐城建筑工程学校语文教学为例"(课题编号:2015161)
2017年度四川省哲学社会科学重点研究基地李白文化研究中心立项项目"儿童古典诗歌审美教育的价值与路径--以李白诗歌为例"(课题编号:LB17-B07)
盐城幼儿师范高等专科学校2017校级重点科研项目"‘红色经典'之新时代文化价值研究"(YYZ-B-2017-12)
关键词
核心素养
五年制高职院校
人文素养
美育策略
key competency
five-year-course vocational education
humanistic quality
aesthetic education strategy
