中学古典诗歌教学与审美情感培养
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摘要
审美教育是学校教育的根本任务之一,“语文具有重要的审美教育功能”。学生的情感水平不仅是审美教育目标实现的重要标志,而且对整个审美教育活动具有一定的导向、激励的作用。探索审美情感教育的理论实践是推进审美教育的一项重要课题。
中国是一个是诗的国度,有着有悠久的“诗教”传统。诗歌是文学中的文学,是通过高度浓缩、跳跃的结构形式,丰富的想象,富有节奏感和韵律美的语言,抒发诗人的思想和感情,反映社会生活。古典诗歌所承载的真善美的情感内容和高妙的艺术精华,是当代中学生必需的精神和情感营养。古典诗歌具有审美教育功能,能落实语文的美育工作,成为审美情感培养的有效载体。
古典诗歌教学中,教师必须紧扣古典诗歌的审美特征和独特的审美范畴,分析影响学生审美心理发展的主客观因素。本文试图把中学生审美情感的发展与古典诗歌教学结合起来,构建一个通过古典诗歌进行审美情感培养的教学理论框架,分析现存古典诗歌教学实践中的审美情感培养的深层次问题,并提出改进的原则、努力的方向和有效的策略,为古典诗歌教学提供参照。同时使语文审美教育理论提升到一个新的高度,使古典诗歌教学散发生机。
The aesthetic education is one of basic missions in school education. The Chinese language has an important function of aesthetic education. The forming of emotional level of student is an important symbol of the realization of aesthetic education, and has a certain effect of orientation and inspirit on whole aesthetic education. To explore the theory of aesthetic sensibility is an important significant topic to impel aesthetic education.
China is a country of poem, with long tradition of“the poetry teaching”. The poem, as literature of literature, with concentrated and leaping form, profuse imagination, rhythmic sentences, is to express the thoughts and passions of poet and reflect social life. The true, the good, the beautiful and the soul of art implicated in the classical poems are just necessary to modern student. The aesthetic education in classical poems can put into effect on language education and be an efficient media of aesthetic sentiment cultivation.
In the education of classical poems, the teacher must focus on aesthetic characteristics and inimitable aesthetic meaning to make analysis on subjective and objective factors that effect on the development of aesthetic psychology of student. This essay manages to combine the development of aesthetic sentiment of high school student into the teaching of classical poems, analyze deep problems in cultivation of aesthetic emotion during teaching practice, and then put forward for the principle of improvement, orientation of effort and strategy, finally serve as a reference of classical poetry teaching, meanwhile, raise the theoretical level of aesthetic education for Chinese language at new height and bring vitality to poetry teaching.
中国是一个是诗的国度,有着有悠久的“诗教”传统。诗歌是文学中的文学,是通过高度浓缩、跳跃的结构形式,丰富的想象,富有节奏感和韵律美的语言,抒发诗人的思想和感情,反映社会生活。古典诗歌所承载的真善美的情感内容和高妙的艺术精华,是当代中学生必需的精神和情感营养。古典诗歌具有审美教育功能,能落实语文的美育工作,成为审美情感培养的有效载体。
古典诗歌教学中,教师必须紧扣古典诗歌的审美特征和独特的审美范畴,分析影响学生审美心理发展的主客观因素。本文试图把中学生审美情感的发展与古典诗歌教学结合起来,构建一个通过古典诗歌进行审美情感培养的教学理论框架,分析现存古典诗歌教学实践中的审美情感培养的深层次问题,并提出改进的原则、努力的方向和有效的策略,为古典诗歌教学提供参照。同时使语文审美教育理论提升到一个新的高度,使古典诗歌教学散发生机。
The aesthetic education is one of basic missions in school education. The Chinese language has an important function of aesthetic education. The forming of emotional level of student is an important symbol of the realization of aesthetic education, and has a certain effect of orientation and inspirit on whole aesthetic education. To explore the theory of aesthetic sensibility is an important significant topic to impel aesthetic education.
China is a country of poem, with long tradition of“the poetry teaching”. The poem, as literature of literature, with concentrated and leaping form, profuse imagination, rhythmic sentences, is to express the thoughts and passions of poet and reflect social life. The true, the good, the beautiful and the soul of art implicated in the classical poems are just necessary to modern student. The aesthetic education in classical poems can put into effect on language education and be an efficient media of aesthetic sentiment cultivation.
In the education of classical poems, the teacher must focus on aesthetic characteristics and inimitable aesthetic meaning to make analysis on subjective and objective factors that effect on the development of aesthetic psychology of student. This essay manages to combine the development of aesthetic sentiment of high school student into the teaching of classical poems, analyze deep problems in cultivation of aesthetic emotion during teaching practice, and then put forward for the principle of improvement, orientation of effort and strategy, finally serve as a reference of classical poetry teaching, meanwhile, raise the theoretical level of aesthetic education for Chinese language at new height and bring vitality to poetry teaching.
引文
[1]曹明海.语文教育行为论[M] .山东:青岛海洋大学出版社,2001.292.
[2]赵和兴.美育学[M] .陕西:陕西师大出版社,1997.100.
[3] [18]王善忠.美感教育研究[M].吉林:吉林教育出版社,1993. 11、142
[4]周文柏.文艺心理学[M].北京:人民大学出版社, 1998 .320.
[5]杨恩环.审美心理学[M] .台湾:东方出版社,1997 .89.
[6]席勒.审美教育书简.[M].北京:北京大学出版社,1985,33-34.
[7]蔡元培.美学选文[M].北京:北大出版社,1983 .174.
[8]刘再华,贺慧宇. 诗通[M] .湖南:湖南大学出版社, 1999.
[9]朱光潜.诗论 [M] .安徽:安徽教育出版社,1997 .321.
[10]王红,谢谦. 中国诗歌艺术[M] .北京:高等教育出版社, 2004 .58.
[11]高尔泰.美是自由的象征[M] .北京:北京人民出版社, 1986 .338. [12 邱明正.审美心理学[M].上海:复旦大学出版社,1993,277.
[13]韩雪屏.语文教育的心理学原理[M].上海:上海教育出版社,2001,74.
[14]蒋培坤.审美活动论纲[M].北京:人民大学出版社,1988,235.
[15]胡家祥.审美学[M] .北京:北京大学出版社,2000. 287 .
[16]李泽厚.十年·美的历程[M] .安徽:安徽教育出版社, 1994.
[17]丹森.情感论[M] . 辽宁人民出版社,1989. 214-215.
[19]李春青.艺术情感论[M] .天津:百花文艺出版社 ,1991 .70.
[20]叶嘉莹. 我的诗词道路[M] .河北:河北教育出版社,1998 .195.
[21]童庆炳.中国古代心理诗学与美学[M] .北京:中华书局出版社, 1992 .12-17.
[22]张小梅.实然与应然:中国诗歌教学与审美情感培养[D]:[硕士学位论文].北京:北京师范大学,2003.
[23]潘百齐.中学阶段诗歌教学策略研究[D].[硕士学位论文].南京:南京师范大学,2004.
[24]金华英.新课程理念下的诗歌教学[D]:[硕士学位论文].山东:山东师范大学,2005.
[25]黄家宽.在古典诗歌阅读鉴赏中发展审美教育[D]:[硕士学位论文].武汉:华中师范大学,2005.
[26]彭立勋.美感心理研究[M] .湖南:湖南人民出版社,1985.
[27]齐雅萍.浅谈中学语文教学中的情感教育[J].大连教育学院学报,2005,21(1):21
[28]遇桂敏.浅谈语文教学中审美感受、审美情感的训练[J].黑龙江教育学院学报,2005,24(5):5
[29]郑佩忠.论语文教师的审美素质[J].语文教学与研究,2001,5:4
[30]张玉能.美学分析与语文教学[J].语文教学与研究,2002,7:6
[31]覃可霖.论语文诵读教学[J].广西师范大学学报,1995,31(2):79-84
[32]成讯.论审美感情的培养[J].江苏教育学院学报,2002,18(5):106-108
[33]来华强.论诗歌的情感与意蕴[J].太原教育学院学报,2005,23(2):19-22
[34]覃文.审美情感与审美移情新论[J].四川师范学院学报,1996,4:88-94
[35]黄洁.在语文教学中培养学生的审美情感[J].四川教育学院学报,2007,23(2):49-51
[36]邓武蓉,周庆元.试论新课程背景下语文教学过程的审美化[J].湖南师范大学教育科学学报,2006,5(1):109-112
[37] BruceLansky.Poetry. [EB/OL] http : // www. poetryteachers. Com / poetclass / poetclass. html
[38]Bruce Lansky. Get your students excited about poetry. [EB/OL] http: // www. poetryteachers. com/poetclass / poetclass. html
[2]赵和兴.美育学[M] .陕西:陕西师大出版社,1997.100.
[3] [18]王善忠.美感教育研究[M].吉林:吉林教育出版社,1993. 11、142
[4]周文柏.文艺心理学[M].北京:人民大学出版社, 1998 .320.
[5]杨恩环.审美心理学[M] .台湾:东方出版社,1997 .89.
[6]席勒.审美教育书简.[M].北京:北京大学出版社,1985,33-34.
[7]蔡元培.美学选文[M].北京:北大出版社,1983 .174.
[8]刘再华,贺慧宇. 诗通[M] .湖南:湖南大学出版社, 1999.
[9]朱光潜.诗论 [M] .安徽:安徽教育出版社,1997 .321.
[10]王红,谢谦. 中国诗歌艺术[M] .北京:高等教育出版社, 2004 .58.
[11]高尔泰.美是自由的象征[M] .北京:北京人民出版社, 1986 .338. [12 邱明正.审美心理学[M].上海:复旦大学出版社,1993,277.
[13]韩雪屏.语文教育的心理学原理[M].上海:上海教育出版社,2001,74.
[14]蒋培坤.审美活动论纲[M].北京:人民大学出版社,1988,235.
[15]胡家祥.审美学[M] .北京:北京大学出版社,2000. 287 .
[16]李泽厚.十年·美的历程[M] .安徽:安徽教育出版社, 1994.
[17]丹森.情感论[M] . 辽宁人民出版社,1989. 214-215.
[19]李春青.艺术情感论[M] .天津:百花文艺出版社 ,1991 .70.
[20]叶嘉莹. 我的诗词道路[M] .河北:河北教育出版社,1998 .195.
[21]童庆炳.中国古代心理诗学与美学[M] .北京:中华书局出版社, 1992 .12-17.
[22]张小梅.实然与应然:中国诗歌教学与审美情感培养[D]:[硕士学位论文].北京:北京师范大学,2003.
[23]潘百齐.中学阶段诗歌教学策略研究[D].[硕士学位论文].南京:南京师范大学,2004.
[24]金华英.新课程理念下的诗歌教学[D]:[硕士学位论文].山东:山东师范大学,2005.
[25]黄家宽.在古典诗歌阅读鉴赏中发展审美教育[D]:[硕士学位论文].武汉:华中师范大学,2005.
[26]彭立勋.美感心理研究[M] .湖南:湖南人民出版社,1985.
[27]齐雅萍.浅谈中学语文教学中的情感教育[J].大连教育学院学报,2005,21(1):21
[28]遇桂敏.浅谈语文教学中审美感受、审美情感的训练[J].黑龙江教育学院学报,2005,24(5):5
[29]郑佩忠.论语文教师的审美素质[J].语文教学与研究,2001,5:4
[30]张玉能.美学分析与语文教学[J].语文教学与研究,2002,7:6
[31]覃可霖.论语文诵读教学[J].广西师范大学学报,1995,31(2):79-84
[32]成讯.论审美感情的培养[J].江苏教育学院学报,2002,18(5):106-108
[33]来华强.论诗歌的情感与意蕴[J].太原教育学院学报,2005,23(2):19-22
[34]覃文.审美情感与审美移情新论[J].四川师范学院学报,1996,4:88-94
[35]黄洁.在语文教学中培养学生的审美情感[J].四川教育学院学报,2007,23(2):49-51
[36]邓武蓉,周庆元.试论新课程背景下语文教学过程的审美化[J].湖南师范大学教育科学学报,2006,5(1):109-112
[37] BruceLansky.Poetry. [EB/OL] http : // www. poetryteachers. Com / poetclass / poetclass. html
[38]Bruce Lansky. Get your students excited about poetry. [EB/OL] http: // www. poetryteachers. com/poetclass / poetclass. html