当代教育与文化
噹代教育與文化
당대교육여문화
CONTEMPORARY EDUCATION AND CULTURE
2013年
4期
31-35
,共5页
教学审美%生成论教学哲学%“生存/超越论” 美学
教學審美%生成論教學哲學%“生存/超越論” 美學
교학심미%생성론교학철학%“생존/초월론” 미학
teaching-learning aesthetics%generative philosophy of teaching-learning%" generation/transcendence” aesthetics
教学审美即教学活动的审美化，其内涵在于教学中理智与情感的和谐一致、真善与美的内在统一。教学审美活动具有交往性、生成性、精神性、体验性等本体特征，具有形象生动直观、情感丰富流动、形式多样统一等情态表征，应该秉持人道主义的、自由的、公平的、生命的价值取向。
教學審美即教學活動的審美化，其內涵在于教學中理智與情感的和諧一緻、真善與美的內在統一。教學審美活動具有交往性、生成性、精神性、體驗性等本體特徵，具有形象生動直觀、情感豐富流動、形式多樣統一等情態錶徵，應該秉持人道主義的、自由的、公平的、生命的價值取嚮。
교학심미즉교학활동적심미화，기내함재우교학중리지여정감적화해일치、진선여미적내재통일。교학심미활동구유교왕성、생성성、정신성、체험성등본체특정，구유형상생동직관、정감봉부류동、형식다양통일등정태표정，응해병지인도주의적、자유적、공평적、생명적개치취향。
Teaching-learning aesthetics is the aesthetics of teaching activities . Its connotation lies in the harmony of sense and sensibility in teaching , and the integration of the true , the good and the beautiful . The ontology features of teaching aesthetics is that teaching is communicative ,generative ,spiritual ,and experiential . T he modal representations of teaching aesthetics is being vivid , highly emotional , diverse and unified . The value orientation of teaching aesthetics should be humanitarian , free , fair and life-orientated .
