| 进行讲评,阐述如下:我们有些同学以为想象就是任意发挥,如天马行空,于是就一味地追求离奇。其实想象是不是离开生活的,想象是对生活的审美,在朴素自然之中蕴语着奇特与精妙,具有一种审美价值。不要追求情节的离奇,要从生活中去发现美的事物。接下来重写的作文就好多了。还有听音乐作文,学生既可以感受音乐的美,又训练了他们的想象力。如'放理查得·克莱德曼的'琴曲展开想象写一篇写景'情的文章。组织他们办手抄报,每个人既是文字,美术编辑,又是作者,充分开动他们的大脑,发挥他们的创造力。对学生审美能力的培养,丰富了他们的想象力,反过来,想象力的丰富又促进审美创造力的提高。2．书法训练也是培养学生美的创造力的重要手段书法是中华民族文化领域中特有的艺术瑰宝。学生在学习书法过程中,可能欣赏到历代书法家各成风格的书法,并领悟到他们各自的审美追求,欧体的瘦劲美,颜体的强劲美,米体的俊秀美,等等。而且,书法家们为追求美所付出的艰辛劳动对学生也是一大启迪:要使自己的字写得好,必须付出辛勤的汗水,并且在练习过程中要将自己的审美情趣贯注在书法中。语文教师要抽出点时间指导学生练习书法,每学期进行一次书法比赛'展览,以调动学生练习书法的积极性。3．在实践中培养创造美的能力高尔基强调:每个人都应该是艺术家,都应该把"美"带到生活中去。审美教育仅限于语文课堂中是永远不够,应向课外延伸。比如表演,既是一种欣赏,又是一种再创造。要让学生走向人自然'现实社会。如组织美游,参观,访问,社会调查等,让学生自己发现身边的自然美,社会美,并拿起笔来,或作文,或画画,描述美的千姿百态,'发美的感受,既创作美的作品,又陶冶了爱美的情操。总之,在教学中,教师要最大限度地发挥学生的主观能动性,培养他们发现美,创造美的能力。五,结束语本文'对当前艺术学校学生审美情趣低下的问题,分析了这些问题存在的原因,并从提高教师自身审美素质,培养学生感受美,鉴赏美,创造美的能力等几个方面入手,探索如何提高学生的审美情趣。我国语文教育家苏灵杨认为:"语文教学进行美育的广泛性'深远意义。胜过中小学的其他课程,甚至超过了音乐,美术等艺术学科。在语文教学中,要有意识地对学生进行审美教育,激发他们对美的热爱'追求,引导他们树立正确的审美观,养成健康的审美情趣,为他们提供展现美的机会,提高他们创造美的能力。审美教育"岂但给你一点赏美的兴趣,并将扩大你的眼光,充实你的经验,使你的思想,情感,意志向更深远的方向发展",达到美感的享受,"使自己能辨其伪,识善恶,分美丑,自觉地投身按照美的规律去创造新生活的伟大事业"。只有让学生在语文学习中有意识地感受美,鉴赏美'创造美,才能够激发他们追求美好事物的愿望,进行自觉地学好语文知识,这也是增强艺术学校学生自身生存能力的关键。 aesthetic field; the social significance of aesthetics is increasing day by day, and pursuing the value of aesthetics has become a trend for the young generation. Therefore, developing students' aesthetic standards and cultivating students' aesthetic judgment are urgently required in today' s education. It clearly stated in《Chinese Language Education Syllabus for Technical Secondary School》that it is essential to "Cultivate noble aesthetic interests" during teaching and education. However, Students lack of correct recognition of "beauty" , non established healthy and positive aesthetic standards but blindly copying and seeking treads due to low aesthetic interests are found among art educational schools. Therefore, it is more important to cultivate students' aesthetic interests during Chinese language education. This piece of work intends to explore how teachers can motivate students' aesthetic interests in Chinese language teaching via discovering the existing problems in Chinese language education system; analysis of the cause of the problems; and solve the problems through combination of aesthetic theory and practice, and link teaching programme and students' speciality. Motivation of student' s aesthetic interests during Chinese language teaching has an important significance for students to better understand aesthetics, enhancing students' comprehensive level of competence and guiding Chinese language education in art educational schools.注释:[1]彭立勋,曾军,《审美教育与语文教育--彭立勋教授访谈录》,《教研天地》2001,1[2] [德]席',《美育书简》中国文联出版公司,1984,116[3] [苏]苏霍姆林期基,《给教育的建议》,教育科学出版社,1980,145[4]蔡元培,《蔡元培美学文选》,北京大学出版社,1983,174[5]《列宁全集》第20卷,人民出版社,1958,255[6]于漪,《于漪语文教育论集》,人民教育出版社,1998,316[7] [苏]巴班斯基,《教学过程最优化》[M],人民教育出版,1984,1984,164[8]转引自黄敏,《论语文教学中的美育渗透》《综合天地》,2005,1[9]叶圣陶,《叶圣陶语文教育论集》(上),教育科学出版社,1980．125[10] [美]帕克,《美学原理》,商务印书馆,1965, 50[11]《叶圣陶论创作·写作漫谈》,上海文艺出版社,1982,163[12]周振甫,《夏丐尊谈中学语文教学》,《中学语文教学》,1986,6[13] [法]罗丹述,葛赛尔著,沈琪译《罗丹艺术论》,人民美术出版社,1978,62... |
PDF Full Text Request