山东师范大学学报（人文社会科学版）
山東師範大學學報（人文社會科學版）
산동사범대학학보（인문사회과학판）
JOURNAL OF SHANDONG TEACHERS' UNIVERSITY(HUMANITIES AND SOCIAL SCIENCES)
2015年
2期
132-156
,共25页
夏丏尊%语文教育%体性%自洽%科学化%形式美学
夏丏尊%語文教育%體性%自洽%科學化%形式美學
하면존%어문교육%체성%자흡%과학화%형식미학
Xia Mianzun%traits and nature%se1f-consistent%scientification%form-esthetics
夏丏尊语文教育形式美学是民国时期语文教育中的一道魅力风景。本是为了追求语文的科学化，捍卫语文的体性，提升教育的品质，但因为在形式本体的建构中，既注意形式知识的积累与化用，又关注语感的训练、情味的体验、诗趣的领略、人格的陶冶，所以他的形式观既有技道相融的充实之美，又有悦目愉情的自洽之美、主体力量的张扬之美。这不仅对当时功利主义大行其道的语文教育现状是一种有力的反拨，对当下语文教育中“工具理性”盛行、“价值理性”受挫的不良趋向，还有语文教学中存在的整体感、生命感、美感严重缺失的状况，更是一种有力的矫治。但由于历史的原因，还有诸种误读，这种个性化的美学存在一直被忽视，尘封日久。基于此，系统、深入地厘清夏丏尊语文教育形式美学的层级、样态、内涵、流变，客观、辩证地估定其在中国现代语文教育形式美学中的独特地位和价值，探讨其对当下语文教育的哲学启迪和实践意义，显得十分迫切和必要。
夏丏尊語文教育形式美學是民國時期語文教育中的一道魅力風景。本是為瞭追求語文的科學化，捍衛語文的體性，提升教育的品質，但因為在形式本體的建構中，既註意形式知識的積纍與化用，又關註語感的訓練、情味的體驗、詩趣的領略、人格的陶冶，所以他的形式觀既有技道相融的充實之美，又有悅目愉情的自洽之美、主體力量的張颺之美。這不僅對噹時功利主義大行其道的語文教育現狀是一種有力的反撥，對噹下語文教育中“工具理性”盛行、“價值理性”受挫的不良趨嚮，還有語文教學中存在的整體感、生命感、美感嚴重缺失的狀況，更是一種有力的矯治。但由于歷史的原因，還有諸種誤讀，這種箇性化的美學存在一直被忽視，塵封日久。基于此，繫統、深入地釐清夏丏尊語文教育形式美學的層級、樣態、內涵、流變，客觀、辯證地估定其在中國現代語文教育形式美學中的獨特地位和價值，探討其對噹下語文教育的哲學啟迪和實踐意義，顯得十分迫切和必要。
하면존어문교육형식미학시민국시기어문교육중적일도매력풍경。본시위료추구어문적과학화，한위어문적체성，제승교육적품질，단인위재형식본체적건구중，기주의형식지식적적루여화용，우관주어감적훈련、정미적체험、시취적령략、인격적도야，소이타적형식관기유기도상융적충실지미，우유열목유정적자흡지미、주체역량적장양지미。저불부대당시공리주의대행기도적어문교육현상시일충유력적반발，대당하어문교육중“공구이성”성행、“개치이성”수좌적불량추향，환유어문교학중존재적정체감、생명감、미감엄중결실적상황，경시일충유력적교치。단유우역사적원인，환유제충오독，저충개성화적미학존재일직피홀시，진봉일구。기우차，계통、심입지전청하면존어문교육형식미학적층급、양태、내함、류변，객관、변증지고정기재중국현대어문교육형식미학중적독특지위화개치，탐토기대당하어문교육적철학계적화실천의의，현득십분박절화필요。
The form-aesthetics of the Chinese 1anguage education advocated by Xia Mianzun was a g1am-orous 1andscape during the period of the Repub1ic of China. His origina1 purpose was to pursue the scien-tification of the Chinese 1anguage,to defend its position,and to enhance the qua1ity of education. How-ever,as a resu1t of the fact that,in the constructing of form itse1f,he bore in mind the accumu1ation and superb app1ication of the forma1 know1edge,and gave attention to the training of 1anguage sense,the ex-perience of taste,the appreciation of the poetica1,and the cu1tivation of persona1ity,his concept of form, at the same time,bears a substantia1 beauty of the integration between doctrine and artifice,and the p1easant1y se1f-consistent beauty and the 1oud beauty of the subjective forces. And this is not on1y a counteraction against the then situation of the Chinese 1anguage education tinted with uti1itarianism popu-1ar at the same time,but,more,is a powerfu1 correction of the adverse trends of the present-day Chi-nese 1anguage education,in which“instrumenta1 reason”prevai1s whereas“va1ue rationa1ity”is frustra-ted;and the serious 1ack of the who1eness,the sense of 1ife,and the sense of beauty in the Chinese 1an-guage education as we11. Yet,due to historica1 reasons,this persona1ized aesthetics is so much misread in various ways that it is ignored for a 1ong time. Because of this,it seems quite pressing to c1arify deep1y and systematica11y the different 1ayers,forms and connotations,and to eva1uate objective1y and dia1ecti-ca11y the unique position and va1ue of this form-aesthetics of the Chinese 1anguage education of his.
