论文部分内容阅读
众多美育家认为,美育的过程不是自发的过程,而是按美育的一定任务(目标)、方法、途径、有目的、有计划、有步骤地吸引、诱导,使受教育者进入美育活动,从而陶冶、培养受教育者审美心理结构,促进受教育者素质全面发展的过程。它具有认识深化、道德感化、情感净化、美感修养、智能开发、促进健美等一系列心理和行为功能。但由于历史原因,在学校教育中,对学生实施美育的意识不强,有些甚至抱怀疑态度,把美育与其它几育对立起来,或被取消,或流于形式,故美育的功能没有得到充分的发挥。为了把可有可无的随意施展的笼而统之的美育纳入科学育人的轨道,验证美育对受教育者素质全面发展的影响和作用。我们从一九八七年下学期开始,进行了为期四年的实验研究。
Many aesthetic educators believe that the process of aesthetic education is not a spontaneous process, but a certain task (goal), method and route of aesthetic education, purposeful, planned and step-by-step approach to attract, induce and educate those who enter aesthetic activities. Cultivate the aesthetic psychological structure of the educated, and promote the overall development of educated people’s quality. It has a series of psychological and behavioral functions of deepening, moral, emotional purification, aesthetic cultivation, intelligent development and bodybuilding promotion. However, due to historical reasons, the awareness of students in carrying out aesthetic education in school education is not strong, and some are even skeptical. By contrasting or excluding aesthetic education with other schools of education, the function of aesthetic education has not been fully realized Play In order to incorporate the optional aesthetic beauty into the track of science and education, this paper verifies the influence and effect of aesthetic education on the overall development of the educated. Starting from the second semester of 1987, we conducted a four-year experimental study.