摘要
审美识别是审美能力的重要组成部分,是审美素养的基本要素。培养学生的审美识别能力是中小学校美育的基本内容。审美识别能力作为美育的起点,丰富学生的情感体验,影响学生鉴赏美、创造美等活动的顺利开展。审美识别的主要方式为:审美认知、审美辨别、审美分析。审美识别活动包括审美直觉的初步体验,通过审美认知来理解美的对象,重建知性思维来深入识别美的对象三个阶段。培养中小学生审美识别能力,应遵循由浅入深、循序渐进的原则,构建五育融合发展理念,积极引导学生进行深入审美探究学习,合理开发利用美育课程资源。
Aesthetic recognition is an important part of aesthetic ability and a basic element of aesthetic literacy. Cultivating students’ aesthetic recognition ability is the basic content of the construction of aesthetic education in primary and middle schools. As the starting point of aesthetic education, aesthetic recognition ability enriches students’ emotional experience, affects the development of students’ activities of aesthetic appreciation, aesthetic creation and so on. The main ways of aesthetic recognition ability are aesthetic cognition, aesthetic discrimination and aesthetic analysis. The process of aesthetic recognition activities includes three stages: initial experience of aesthetic intuition, understanding the object of beauty through aesthetic cognition, and reconstructing intellectual thinking to identify the object of beauty in depth. To cultivate students’ aesthetic recognition ability of primary and middle school students, we should follow the principle of gradual advancement by starting from shallow to deep and progressing step by step, construct the concept of “integrating the development of five education ”, guide students to conduct in-depth aesthetic inquiry learning, develop and utilize aesthetic curriculum resources reasonably.
作者
陈沛然
但武刚
CHEN Peiran;DAN Wugang(Minstry of Education,Central China Normal University,Wuhan 430079;Jingchu Institute of Technology,Jingmen 448000)
出处
《教育研究与实验》
CSSCI
北大核心
2022年第5期87-92,共6页
Educational Research and Experiment
关键词
中小学生
审美识别能力
审美直觉
审美认知
知性思维
primary and middle school students
aesthetic recognition ability
aesthetic intuition
aesthetic cognition
intellectual thinking
