摘要
在教学艺术研究视角中,不变的是对审美性的呼唤,但目前依旧存在对审美性内涵理解的同质化趋向、艺术教学实践中审美性的沉寂等现象。神经美学的出场为上述问题的求解赋予了新的可为空间。在艺术教学内容层面,我们可以借助镜像神经元促使视知觉审美具身化、在唤醒听觉审美情感中重塑自传体记忆、用艺术镜像模型增强视觉审美体验的交互。而在艺术教学形式层面,则应该处理好审美动机与奖赏神经回路、审美真实性与多模态感知、审美愉悦性与大脑加工流畅度等关系,以利于教学审美性的提升。
From the perspective of teaching art research,the call for aesthetics remains unchanged.But there are still phenomena such as the homogenization of the understanding of aesthetic connotations and a lack of emphasis on aesthetics in art teaching practice.The appearance of neuroaesthetics provides new possibilities to address the above issues.At the level of art teaching content,we can use mirror neurons to promote the embodiment of visual perception aesthetics,reshape autobiographical memory in awakening auditory aesthetic emotions,and use artistic mirror models to enhance the interaction of visual aesthetic experience.At the level of art teaching form,the relationship between aesthetic motivation and reward neural circuit,aesthetic authenticity and multimodal perception,aesthetic pleasure,and brain processing fluency should be properly handled,so as to improve the aesthetic quality of teaching.
出处
《艺术设计研究》
CSSCI
2023年第3期122-128,共7页
Art & Design Research
关键词
教学艺术
艺术教学
神经美学
审美性
teaching art
art teaching
neuroaesthetics
aesthetics
