我国70年来教学理论中的美学向度研究

A Study of Aesthetic Dimensions in Teaching Theories in China over the Past 70 Years

新中国成立70年来,教学理论对教学活动的审美观照历经了对美学要素的忽视阶段、教学感性之美的理性建构阶段、教学理论的审美化转向阶段。在这一美的历程中,从教学中美的本质、感性之美、教学艺术之美这三个主要路径展现教学之美,凸显了教学理论的人性维度。然而在发展中也存在着理性对感性的束缚、忽视教学存在之美以及教学审美泛化等现实问题。研究者应在真与美的和谐中,在存在之美的重申中,在美学逻辑的复归中,寻求教学理论美好发展的可能。

Since the founding of the People’s Republic of China 70 years ago, the aesthetic care of teaching theories to teaching activities has gone through three processes: the neglect of aesthetic elements, the rational construction of the beauty of teaching sensibility, and the aesthetic turning of teaching theories.In this process of development, the beauty of teaching is shown from three main paths in teaching: the essence of beauty, the beauty of sensibility and the beauty of teaching art, which highlight the human dimension of teaching theories.However, there are some practical problems in the development, such as the restriction of rationality to sensibility, the neglect of the beauty existence of teaching and the generalization of teaching aesthetics.This paper attempts to seek the possibility of the glorious development of teaching theories in the harmony of truth and beauty, in the reiteration of the beauty of being and in the restoration of aesthetic logic.