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历史教学中的审美教育,属于学科美育的范畴,是学校美育的重要组成部分。随着现代美学理论的发展,人们越来越重视美育在教学中的作用。在我国,历史美育的发展才刚起步,特别是学科美育理论研究的滞后现象,制约了学科美育的发展。面对各种美育材料,教师显得茫然无措。从主观上讲,这与教师的素质低下,特别是美学素养的匮乏不无直接关系。那么,在探讨“把教学过程转化为审美过程”中,对教师的常规要求就是摆在我们面前的一个重大问题。本文就以素质教育→历史审美教育→主体的审美规范→如何进行审美教育为线索,运用哲学、美学、心理学的一些原理,对教师的审美规范及在历
The aesthetic education in history teaching belongs to the category of aesthetic education in the subject and is an important part of aesthetic education in the school. With the development of modern aesthetic theory, people are paying more and more attention to the role of aesthetic education in teaching. In our country, the development of historical aesthetic education has just begun, especially the lagging phenomenon of academic aesthetic education research, which restricts the development of academic aesthetic education. In the face of all kinds of aesthetic materials, teachers seem to be lost. Subjectively speaking, this is directly related to the low quality of teachers, especially the lack of aesthetic literacy. Then, in the discussion of “translating the teaching process into an aesthetic process,” the conventional requirement for teachers is a major issue before us. This article takes quality education → historical aesthetic education → aesthetic norms of the subject → how to carry out aesthetic education as a clue, and applies some principles of philosophy, aesthetics, and psychology to teachers’ aesthetic norms and history.