普通中小学美育课堂中德育的实现方式研究

A Study on Moral Realization Methods in the Classroom of Aesthetic Education in Ordinary Primary and Secondary Schools

儒家心性论美育思想中的从感性入手,调动人同此心的道德情感,在同情共鸣的过程中涵养情操、化育人格的方式,是当今普通中小学美育课堂实现德育目标所应重点借鉴的方式之一。依据儒家心性论美育的传统,应当在美育课堂中避免对文艺作品"断章取义",避免将预设的道德理念作为现成的思想结论予以强制灌输,充分尊重文艺作品的创作背景和文化语境,以开放的方式引导学生调动自己的感性经验,开展合情合理的想象,对原作者的人格精神做出体贴的认同,并在自我想象和同化的过程中建构、完善自己的人格。第二种美育课堂的德育实现方式,是把教育过程中的艺术视作开放的、吁请学生带着自身文化经验参与其中的社会文化活动,根据其语境创设实践情境,使学生在文化实践中面临真实的伦理抉择困境并做出自己的道德选择,从而取得主动的道德发展。这种方式要求教师打破传统的课堂组织形式,借助一定手段或课堂技巧重现艺术作品的原始创作语境,或是根据作品的文化语境重构其艺术情境,尤其要重点构设符合创作者意旨的伦理困境,供学生依据现实情境和自身情感态度做出合情合理的道德选择。

The moral affection, advocated by aesthetic education thoughts in Confucian mind nature theory, is supposed to cultivate humans sentiment and personality through motivating people having the same mind on the basis of sensibility. It is one of the important methods for reference to achieve the moral education goal in the classroom of aesthetic education in ordinary primary and secondary schools. According to the tradition of aesthetic education in Confucian mind nature theory, we should fully show our respect to the creation background and cultural context of the literary works by refraining from interpretations out of context, as well as compulsory cramming of ideological conclusions taken from presupposed moral concepts. Besides, it is supposed for us to stimulate students perceptual experience in an open minded manner, develop reasonable imagination to identify with authors spirit of personality, and consequently construct, perfect their personalities in the process of self imagination and assimilation. The second method to realize moral education in aesthetic education classroom is to call on students to participate in societal and cultural activities with their own cultural experience, viewing art as an open subject in the course of education. Furthermore, with the help of practical situation created by its context, students are encouraged to make their own moral choices in face of dilemma of real ethical alternatives in the cultural practice, thus playing an active role in moral development. With regard to this method, it is suggested that teachers should break the traditional organizational form of the classroom, reproduce the original context of art productions via some teaching techniques and skills, or reconstruct the art situation on the basis of cultural context of the works, especially focusing on the ethical dilemma corresponded to authors intention, so as to help students make reasonable moral choices according to their own context, affection and attitudes.