基于艺术的视阈:勾画一种追求美感的课堂教学督导实践

Based On the Artistic Perspective:Constructing a Kind of Instructional Supervision Practice That Pursues Aesthetic Feeling

美感是人类永恒的价值追求与理想的审美意境,在课堂教学的督导中,通过艺术传统的秉承与创造,将菲德曼的评论方法、艾斯纳关于鉴赏能力的概念以及拉根斯关于艺术的组成要素和设计原则的解释结合起来,可以勾画一种追求美感的实践,这样的实践既能提升课堂教学督导的技艺,也有利于帮助教师准确地把握课堂教学法中艺术性的美学维度。

Aesthetic feeling is the permanent value pursuit of the human kind and an ideal artistic conception of the aesthetic appreciation. In the instructional supervision, through the inheritance of the artistic tradition and creation, we may combine Feldman＇s method of critique, Eisner＇s notion of connoisseurship, and Ragans＇ interpretation of the elements of art and the principles of design to construct a practice pursuing the aesthetic feeling. This kind of practice may not only enhance the technical craft of instructional supervision, but also help teachers master the aesthetic dimension of artistry evident in pedagogy