教师审美镜像的形成与重构

The Formation and Reconstruction of Teachers' Aesthetic Image

审美功利所依据的快乐法则,使得我们长期以来一直被审美的愉悦性蒙蔽了,审美不仅是美善的,也是罪恶的。教师在长期的教学过程中,形成了审美镜像。此镜像依据审美功利愉悦法则以审美图式为参照,一方面将符合自身审镜像的次级图式纳入审美镜像之中,另一方面将不符合的次级图式拒斥于自身审美视阈之外。教师审美镜像的实施机制大致分为三个阶段:引发学生关注、促使学生动机位移、迫使学生异化认同,这三个阶段分别伴随的是教师实施的时空控制、规则控制、审美控制。此过程中,被拒斥在教师审美视阈外的学生便会因不被教师接受和理解而痛苦,使得教育极为不公平和非人性,冷漠而冰凉。

The law of happiness, which is the basis of the aesthetic utilitarianism makes us have long been accused of aesthetic pleasure is veiled, aesthetics is not only good, but also evil. In the long-term teaching process, teachers form the aesthetic image. This mirror according to laws of aesthetic utility pleasure to aesthetic schema as reference, on the one hand will fit with their secondary schema into the aesthetic image on the mirror. On the other hand, it does not conform to the secondary schema rejects from its own aesthetic realm. Teachers in the implementation of the aesthetic image mechanism can be roughly divided into three phases： cause students attention, help students motivation displacement and force alienated identity, the three stages respectively with the teachers＇ implementation of space and time control, control rules and aesthetic control. The process, has no outside the teachers＇ aesthetic perspective of students will not accepted by the teachers and the understanding and painful, makes education extremely unfair, inhuman l and cold.