本文選題：審美教育 + 人的全面發(fā)展　； 參考：《山東師范大學》2010年碩士論文

【摘要】： 審美教育通常稱為美育,其內涵經歷了幾個世紀的探討。一般認為它包括廣義和狹義兩種。廣義的審美教育是指一切事物和現(xiàn)象所具有的影響人、感染人、陶冶人的教育功能,以及社會、學校和家庭有意識的利用審美教育的特點對人進行塑造的教育活動;狹義的審美教育是指與德育、智育、體育并列的一種教育方式。隨著人類社會的不斷發(fā)展,工業(yè)化大生產造成了人的片面發(fā)展,尤其是人的審美能力的缺失和審美意識的淡薄,日益成為一個突出的問題,也引起了人們的重視。 審美活動從本質上說是一種實踐活動,它具有特殊性。由于美是人的本質力量的一種感性顯現(xiàn),美的感受力、鑒賞力以及創(chuàng)造力的培養(yǎng),往往會涉及到人類心理結構的完善、人生態(tài)度的變化和人格全面構建等廣泛的問題;同時它側重社會美、技術美、科學美等的熏陶及實踐鍛煉,起到陶冶性情、開發(fā)智力、培養(yǎng)意志和完善人格修養(yǎng)的作用。因此,審美教育是人的全面發(fā)展的重要組成部分,是人類實現(xiàn)自我發(fā)展需要的重要途徑。 審美教育的最終目的是達到人性的完善,馬斯洛在他的需要理論中對人性做了這樣的描述:人有生理需要、安全需要、歸屬和愛的需要、尊重的需要,這幾種需要被稱為缺失需要,是人的生存和發(fā)展所必需的,這幾種需要的滿足對人類的生理和心理健康有著重要的意義。自我認識和理解的需要、審美的需要、自我實現(xiàn)的需要被稱為生長需要,它們雖然不是人類生存所必需的,但是對美化人類的生活有著積極的意義。馬斯洛把人的審美活動和人性的自我完善聯(lián)系在一起,審美體驗是高峰體驗的一種方式,這種審美體驗能把審美主體的價值帶給自己。 審美教育作為人的全面發(fā)展中不可或缺的重要組成部分,它在實現(xiàn)人的全面發(fā)展中有著重要的地位和意義,是實現(xiàn)人的全面發(fā)展的“橋梁”。本文首先從審美教育在當代社會中存在的問題及其發(fā)展的方向性作了簡單的闡釋,認為人們對審美教育的基本內涵把握的不夠科學,也不夠深刻,對其重要性的認識也存在的不足,尤其在審美教育的實施方面,更是缺乏行之有效的方法和手段,無法真正發(fā)揮審美教育對人們思想、性格、行為的塑造作用。其次通過對比中西方審美教育思想的起源,論述了審美教育的萌發(fā)、產生和發(fā)展,從而引出了馬克思的科學的審美教育思想,明確了審美教育的科學內涵。再次著重從審美教育的超越性即審美教育作為一種信仰取代宗教來論述審美教育具有陶冶人的情操、美化人的心靈、形成健康的審美觀的巨大作用。審美教育的最終目的是培養(yǎng)自由全面發(fā)展的人,使人具備敏銳的觀察能力、完善的心理結構、健康的人生態(tài)度、豐富的個性魅力,并有著自由的超越精神和積極的理想追求等品格,并且其目的體現(xiàn)在審美教育的全過程中,其過程就體現(xiàn)了審美教育的目的。最后,審美教育作為我國精神文明建設和素質教育的重要組成部分,它對提高全民族的精神文化素質,實現(xiàn)社會的全面進步,促進現(xiàn)代化發(fā)展,有深遠而持久的意義。加強審美教育已經成為社會的需要和時代的呼聲,這也是審美教育越來越引起社會關注的根本原因。
[Abstract]:Aesthetic education is usually called aesthetic education, and its connotation has gone through several centuries. It is generally believed that it includes two kinds of broad sense and narrow sense. The general aesthetic education refers to the influence of all things and phenomena on people, the infection of people, the educational function of edifying people, and the conscious use of aesthetic education in schools and families. In the narrow sense, aesthetic education refers to a way of education which is tied to moral education, intellectual education and sports. With the continuous development of human society, large industrial production has caused one-sided development of people, especially the lack of human aesthetic ability and the weakness of aesthetic consciousness. See.
Aesthetic activities are essentially a kind of practical activity, which is special. Because beauty is a perceptual manifestation of the essential strength of human beings, beauty's sensibility, appreciation and creativity often involve a wide range of problems, such as the perfection of the human psychological structure, the change of the attitude of life and the overall construction of the person, and it emphasizes the society at the same time. The edification and practice of beauty, technical beauty and scientific beauty play a role in edifying temperament, developing intelligence, cultivating will and perfecting personality cultivation. Therefore, aesthetic education is an important part of human development and an important way for human to realize the needs of self development.
The ultimate aim of aesthetic education is to achieve the perfection of human nature. In his theory of needs, Maslow describes human nature as such: human beings have physiological needs, safety needs, the needs of belonging and love, and the need of respect. These needs are called missing needs, which are necessary for the survival and development of human beings, and these needs are satisfied to the human life. Physical and mental health is of great significance. The needs of self understanding and understanding, the needs of aesthetic, and the need for self realization are called growth needs, although they are not necessary for human existence, but they have positive significance to beautify human life. Maslow linked the human trial of human beauty to the self perfection of human nature. Aesthetic experience is a way of peak experience. This aesthetic experience can bring the value of the aesthetic subject to itself.
As an indispensable and important part of the all-round development of human beings, aesthetic education has an important position and significance in realizing the all-round development of human beings. It is a "bridge" to realize the all-round development of human beings. This article first makes a simple explanation of the problems and the direction of the development of the aesthetic education in the contemporary society. The basic connotation of aesthetic education is not scientific, not profound enough, and the understanding of its importance is also insufficient. Especially in the implementation of aesthetic education, it is lack of effective methods and means, and can not really play the role of aesthetic education in shaping people's thought, character and behavior. Secondly, it compares the aesthetic of the western and Western countries. The origin of educational thought discusses the germination, production and development of aesthetic education, which leads to Marx's scientific aesthetic education thought and the scientific connotation of aesthetic education. Again, the transcendence of aesthetic education, that is, that aesthetic education is a belief instead of religion, discusses aesthetic education to edify human sentiment and to beautify the people. The ultimate aim of aesthetic education is to cultivate people with free and comprehensive development, and to make people with keen observation ability, perfect psychological structure, healthy life attitude, rich personality charm, free surpassing spirit and positive ideal pursuit and so on. In the whole process of aesthetic education, its process embodies the purpose of aesthetic education. Finally, aesthetic education is an important part of the spiritual civilization construction and quality education of our country. It has far-reaching and lasting significance for improving the spiritual and cultural quality of the whole nation, realizing the overall progress of the society and promoting the development of modernisation. It has become the voice of the needs and times of the society. This is also the fundamental reason why the aesthetic education has attracted more and more attention from the society.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2010
【分類號】：G40-014

【引證文獻】

相關碩士學位論文 前1條

1 劉璐;初中語文新詩的審美教育研究[D];廣西師范大學;2013年

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本文編號：1973904