重新认识美育的"独立价值"——当前学校美育状况调查的思考

本文在对当前学校美育状况的调查结果进行分析与思考的基础上，指出学校美育工作存在的诸多问题，其原因主要在于；（1）长期以来教育方针对教育者的误导；（二）教育观念的落后；（3）教育实践环节的滞后；（四）师范类教育在美育上的缺失。要转变学校美育的基本状况，必须角认美育的独立价值，在教育方针中体现德，智，美，体各育的齐头并进；在教育观念上充分认识美育感性的，趣味的，人格的教育；在教育实践环节上真正实现美育的独立价值。     

美育研究的新突破(上)--评"美育形式"说

这种学说认为,美育以培养和发展人的审美能力为目的,故从价值功能的角度,把美育看作是提高教育功效的有力手段和重要工具.其主要贡献,是提出了"立美教育"的新概念,即美育要发挥育人功能,展开审美活动,就必须先建立美的教育形式."美的教育形式"是教育自身之美的存在方式,是对教育规律能动运用、自由创新的产物.并非如以往的美育观所认为的那样:美育不过是对自然美、科学美、社会美、艺术美等外在美的简单照搬和借用.这一观念的"向内转",标志着对以往美育研究的新突破,为一种崭新的美育观、教育观的出现打开了思路.     

The Roles of Aesthetic Experience in Elementary School Science

The role of aesthetic experiences for learning was examined in elementary school science. Numerous authors have argued for a science education also involving aesthetic experiences, but few have examined what this means empirically. Recordings of children’s talk with each other and with the teacher during hands-on activities in nine different science units were made. How the children and teachers used aesthetic judgements and how these judgements were part of aesthetic experiences of the science assignments were analysed. For the analysis a pragmatist perspective was used, especially drawing on Dewey and the later Wittgenstein. The results showed how aesthetic judgements occurred in moments of anticipation and moments when the science activities were brought to fulfilment. In this way children used aesthetic judgements normatively about what belonged in science class and what to include and exclude. In this way aesthetic judgements were an important part of learning how to proceed in science class. In using aesthetic judgements the children also talked about their own place in science class and whether they belonged there or not. In this way aesthetic experience is tightly related to learning science as participation. Learning science also meant learning a special kind of aesthetics, that is, learning how to distinguish the science context from other contexts. The fact that children liked or disliked something outside school did not necessarily mean that it was experienced aesthetically in the same way in school, but needed to be re-learnt. What these results mean for science education is discussed at length. The connection between aesthetics and learning to observe is also briefly discussed.

《新课程标准》背景下高师声乐课程教学中的审美教育

以《新课程标准》提出的基础音乐教育以音乐审美为核心的教学理念为背景,以培养合格的基础教育音乐师资的高师音乐教学为前提,针对审美教育在高师音乐教育声乐课程教学中的运用,提出了转变高师声乐教师教学观念、加强高师声乐教师审美意识和能力的培养、培养学生良好的审美评价能力、激发学生的主观能动性,让学生在实践中获得审美的体验、紧扣情感因素,激活学生心灵中的审美感受的高师声乐课程审美教育原则。     

“育”的缺失与召唤——中国当代美育探讨

中国当代美育面临的主要问题是：美育理论中“育”的缺失与美育实践的缺失,因此须从美学、教育学、美育等方面探究其原因,最终提出相应的对策,即在理论研究层面要与教育学真正联姻,在实践操作层面则要抓住重点,通过落实学校美育、引导艺术美育、开拓网络美育、提倡生活美育,以点带面使美育走向良性发展。     

Effects of a life skills-based sexuality education programme on the life-skills,sexuality knowledge,self-management skills for sexual health,and programme satisfaction of adolescents

This study aimed to develop and establish the efficacy of a life skills-based sexuality education programme for junior high school students that focused on prevention. A non-equivalent control-group pretest-posttest design was employed with 105 students in the first-year of junior high school participating. The experimental group received 10 sessions of a life skills-based sexuality education programme, and the control group received 10 sessions of the standard sexuality education, both provided during a home economics class. A comparison of the two groups’ post-test scores showed that the experimental group scored significantly higher than the control group on sexual and reproductive health related knowledge (F = 58.50, p < .001) and life-skills (F = 11.52, p = .007). In addition, the experimental group showed a larger improvement in self-management skills for sexual health than did the control group (F = 9.32, p = .003). A life skills-based sexuality education programme increased life skills levels, knowledge about sexuality and sexual and reproductive health, and helped participants identify appropriate behaviours when facing a sexually risky situation. Results highlight the value of including an evidence-based and practice-oriented life skills-based sexuality education programme in the formal curriculum of junior high schools in Korea.     

Aesthetic experience in a dynamic cycle: Implications for early childhood teachers and teacher educators

Abstract

This study describes early childhood teachers’ own beliefs and concepts of aesthetic experience in young children. The teachers involved in this study were directly engaged in preschools for 4 and 5 year‐olds where arts and aesthetic education are a primary consideration of their integrated curriculum. These teachers identified a variety of features of aesthetic experience in three dimensions, which develop in a dynamic, non‐linear cycle. This study suggests that early childhood teacher's awareness and knowledge of aesthetic experience is critical to support the high quality of young children's learning through the arts. It concludes with implications for both teacher education programs and early childhood teacher educators. © 2005 Published by Elsevier Inc.     

中国古典诗词曲赋英译的翻译美学思考

古典诗词曲赋代表了中国古典文学的最高美学成就,因此对其英译进行翻译美学研究极具代表意义.本文分析了诗词曲赋作为翻译审美客体的主客观审美构成(客观系统:语音审美、文字审美、语法审美和修辞审美;主观系统:意境,具体表现为意象、虚白和禅境)和译者作为翻译审美主体的主观能动性,并针对这些审美特征提出相应的翻译原则及对译者的要求.     

论当代审美文化语境中的美育

关注美育的风气在我国有着悠久的历史,但是进入九十年代中期尤其是迈入新千年之后,社会环境的巨大变化,特别是由于当代审美文化的兴起及泛化倾向,对美育提出了新的要求.当代美育要在立足于传统的基础上走向更为广阔的文化领域,拓展自身的价值和功能.本文力求在文化的意义上,来论述审美教育的定位应在培养新型的文化品格上.     

Living drawing: Aesthetic teaching for moral artists

With its inherent attributes such as qualitative immediacy, imaginativeness, and embodiment, John Dewey’s concept of aesthetic experience makes a difference in moral education, in the ways of empathetic moral perception, moral reasoning, and moral action. If it matters then how can we help students gain aesthetic experience? By analyzing teacher Ho-Chul Lee’s approach to teaching drawing, called living drawing, this question is examined in terms of aesthetic style of teacher and teaching, and the aesthetic educational environment. This article will provide insights into how living drawing as an approach promotes aesthetic experiences and how it influences students’ moral experiences.     

论系统化发展中的我国美容医学教育事业

美容医学教育是改革开放的一项创新成果,是在市场需求的背景下产生的新兴事业,有着广阔的发展前景。但近几年,全国开办美容医学教育的院校都感到了专业发展面临的压力。本文在科学认识我国美容医学教育事业的现实和未来的基础上,论述了我国美容医学教育事业系统化发展的要素,旨在逐步构建和完善具有中国特色的美容医学教育体系。     

Solution-Focused Brief Therapy: Impacts on Academic and Emotional Difficulties

ABSTRACT

This randomized control trial study evaluated the effectiveness of the solution-focused approach in addressing academic, motivational, and socioemotional needs of 14 children with reading difficulties. The intervention group received five 40-min solution-focused sessions. The control group received academic homework support. Results showed advantages for the intervention condition in 26 out of 38 measures. The mean eta-squared effect size for intervention was .20 (very) large. For the control group, there were only 10 effects favoring it and the mean was .09, a medium sized effect, both significantly greater than 0 (p < .01). Comparisons of the solution-focused brief therapy (SFBT) effect sizes to the mean of the control showed it was significantly larger (p < .001), confirming that SFBT was an efficacious intervention in this sample.     

浅谈英语口语的"趋美教育"

英语口语是英语学习中必不可少的一门学科．本文分析了英语口语教学中的“趋美”元素,以证明口语教学中实施“趋美教育”,可使学生在美的氛围中,更为主动地学习,从而达到事半功倍的效果．     

给学生一双发现美的眼睛--浅谈古诗词教学中审美情感的培养

审美情感的培养是素质教育的重要内容之一，而古诗词是对学生进行审美情感教育的精品，如何在教学中给学生一双发现美的眼睛，培养学生健康的审美情感呢?本文从美读、美情、美析、美想、美德五个方面剖析了古诗词教学中的审美情感培养的方法。     

The Effect of Integrating Aesthetic Understanding in Reflective Inquiry Activities

The purpose of this study was to explore the effectiveness of integrating aesthetic understanding in reflective inquiry activities. Three typical classes of Taiwanese eighth graders (n = 106) and nine additional low‐achieving students in the same school participated in the study. The treatment for experimental students emphasized scaffolding aesthetic understanding and reflections on inquiry strategies. It was found that the experimental group students consistently outperformed their counterparts on the post‐test and the delayed post‐test in conceptual understanding and application of science knowledge. In addition, the low‐achieving students were motivated by the treatment and made significant progress on the two tests. The results of interview and classroom observation also revealed that the intervention made a difference in students’ affective perceptions.     

The relationship between emotional development and moral development and the differential impact of three psychological interventions on children

This study was designed to determine the impact of three psychological education interventions on the emotional development and moral development of children. Intervention One focused on feeling and feeling content. Intervention Two emphasized moral dilemmas and conflict resolution. Intervention Three, an interactive combination, stressed feelings, moral dilemmas, and conflict resolution. It was hypothesized that Intervention. Three would stimulate emotional and moral development more than would the other interventions. The sample consisted of 72 children randomly selected from a population of third and fourth graders enrolled in a public school located in a suburb of Boston. The students were randomly divided into three treatment groups. They were pretested and posttested using the Dupont Affective Development test and the Kohlberg Moral Judgment Interview. The results indicated that Group Three (subjected to Intervention Three) manifested statistically significant greater gains, F = 3.99, p < .05, than did Groups One and Two on the moral development measure. The three groups as a whole exhibited statistically significant gains, F = 14.46, p < .05, in emotional development. Further, there was a statistically significant relationship (tau = .29, p < .05) between emotional and moral development scores.     

浅谈体育舞蹈的美学价值

本文从体育与美学关系入手 ,剖析体育舞蹈美学价值 ,提出体育舞蹈教学要在美的情境中开展 ,教学过程应贯穿心灵美教育。     

如何通过强制来培养自由——赫尔巴特《论对世界的审美展示是教育的主要任务》之研究

发表于1804年的《论对世界的审美展示是教育的主要任务》是赫尔巴特第一篇系统探讨教育的论文。他主要受康德的影响和激发,试图在此文中借助审美提出一种教育影响理论,以解决康德＂如何通过强制来培养自由＂的教育难题：教育者只有借助对世界的审美展示,才能通过无强制的强制去培养人的自由。赫尔巴特把这一思想在其两年后的《普通教育学》中加以系统化和深化。从《论对世界的审美展示是教育的主要任务》到《普通教育学》不仅显示了赫尔巴特教育学思想产生的＂秘密＂及其发展趋向,同时也体现了赫尔巴特从德国当时强调审美救赎的浪漫传统向西方＂知识即道德＂的理性主义传统的回归。     

论美育及其内容层次

美育的教育途径,应是家庭美育、“团队”美育、学校美育以及广泛的社会美育的综合工程;相互之间需协调互补,共同推进。美育的内容层次,则是由爱美教育、审美教育和创美教育三方面构成,共同完成对“完整的人”的培养过程。     

美育在小学语文教学中的作用研究

本文立足于小学语文教学实践,以美育为整篇文章探讨的切入点。首先对美育的概念以及小学语文教学中实施美育的可行性进行了初步分析,奠定了整篇文章的研究基调,接着又结合具体实例,详细阐述了美育在小学语文教学中所发挥的重要作用,旨在做好小学语文教学工作的同时让学生切实感受到美、学会鉴赏美,朝着更好的方向进步与发展。