审美情趣具有深厚的历史渊源。它来源于西方美学观点,在资本主义生产关系形成初期就已经开始。教育家蔡元培、陶行知等前辈非常重视审美教育。在当代新课程体制改革下,培养审美情趣的必要性逐渐被一些教育工作者认同,并在语文教育工作中得到了一定的体现。语文教育中审美情趣代表了学生的审美能力,是一种对事物的判断以及认知能力。一般意义上,审美主体指的是老师和学生,审美对象指的是文学作品中的事物或者现象。审美情趣影响着审美标准,审美情趣表现为对事物的评价,具有一定的主观性,不仅反映了审美对象的特征,也反映了审美主体的特点。个人的审美情趣体现了对事物的审美判断。一个人形成良好的审美情趣,对他的人生的 Aesthetic taste has a profound historical origin. It stems from Western aesthetics and has already begun in the early days of the capitalist relations of production. Educators Cai Yuanpei, Tao Xingzhi and other seniors attach great importance to aesthetic education. With the reform of the new curriculum system in contemporary China, the necessity of cultivating aesthetic taste has gradually been recognized by some educators and has been reflected in the work of Chinese education. Aesthetic taste in Chinese education represents the aesthetic ability of students, is a kind of judgments of things and cognitive ability. In a general sense, the subject of aesthetics refers to the teacher and the student, and the object of aesthetics refers to things or phenomena in literary works. The aesthetic taste affects the aesthetic standards, the aesthetic taste shows as the evaluation of things, and has a certain subjectivity, which not only reflects the characteristics of aesthetic objects but also reflects the characteristics of aesthetic subjects. Personal aesthetic taste reflects the aesthetic judgment of things. A person to form a good aesthetic taste of his life