| 教学审美的内涵、表征和取向 |
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| 引用本文： | 张同柏.教学审美的内涵、表征和取向[J].当代教育与文化,2013(4):31-35. |
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| 作者姓名： | 张同柏 |
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| 作者单位： | 江西师范大学 初等教育学院,江西 南昌,330027 |
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| 基金项目： | 教育部人文社会科学研究规划基金项目“教学哲学的发展研究”(09YJA880044)阶段性研究成果 |
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| 摘 要： | 教学审美即教学活动的审美化,其内涵在于教学中理智与情感的和谐一致、真善与美的内在统一。教学审美活动具有交往性、生成性、精神性、体验性等本体特征,具有形象生动直观、情感丰富流动、形式多样统一等情态表征,应该秉持人道主义的、自由的、公平的、生命的价值取向。
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| 关 键 词： | 教学审美 生成论教学哲学 “生存/超越论”美学 |
Connotation, Representation and Orientation of Teaching-learning Aesthetics |
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| ZHANG Tong-bo.Connotation, Representation and Orientation of Teaching-learning Aesthetics[J].Contemporary Education and Culture,2013(4):31-35. |
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| Authors: | ZHANG Tong-bo |
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| Institution: | ZHANG Tong-bo (College of Elementary Education, Jiangxi Normal University, Nanchang, Jiangxi, 510631, PRC) |
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| Abstract: | Teaching-learning aesthetics is the aesthetics of teaching activities. Its connotation lies in the harmony of sense and sensibility in teaching, and the integration of the true, the good and the beautiful. The ontology features of teaching aesthetics is that teaching is communicative, generative, spiritual, and experiential. The modal representations of teaching aesthetics is being vivid, highly emotional, diverse and unified. The value orientation of teaching aesthetics should be humanitarian, free, fair and life- orientated. |
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| Keywords: | teaching-learning aesthetics generative philosophy of teaching-learning " generation/transcendence” aesthetics |
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