Research On Aesthetic Education In The Horizion Of Cognitive Science

The paper takled on princple of aesthetic cognition which aesthetic education relies on.Basing on this,we pointed out the method of aesthetic education.Abiding by the periodicity of education,we researched how to apply the method to infant,cheeper,schoolchildren and adult. We’re intended to enhance the aesthetic education to a more scientific and operational level.For researching princple of aesthetic cognition, we analysed the way of information processing in aesthetic education with cognitive science, neurology, cognitive learning theory, aesthetics ect,focusing on how aesthetic cognitive schema recognizes aesthetic object,the relationship between aesthetic experience of aesthetic subject and aesthetic cognitive schema, how utilitarian of aesthetic object affects aesthetic emotion especially.For researching the method of aesthetic education,we based on cognitive processes of aesthetic education,combining with pedagogy.The research on princple of aesthetic cognition and the method of aesthetic education is the foudation of the paper,the research on how to apply the method to the educatee who is in the period of different development is sub-pandect.The main thinking of the paper is structured as follows:Introduction reviewed the existing researches of aesthetic education, indicating the significance and the possibility of the application of cognitive science in aesthetic education.We introduced our thinking and research methods simply in this chapter.Chapter 1 researched princple of aesthetic cognition which aesthetic education relies on.We pointed out that aesthetic perception is a kind of perception which focus on the form of aesthetic object,in the cogntive stucture of subject is the aesthetic cognitve shcema,whose formation and changing is affected not only by experienceoutside subject,but also by the fondation of cognition and neural mechanism; when aesthetic subject isn’t led by utilitarian need at prensnt,and the form of aesthetic object conforms to aesthetic cognitive schema,and the properties is benefit for people or has no harm for people,subject will produce aesthetic feeling.Chapter 2 researched the application of princple of aesthetic cognition in aesthetic education.In our opinion, research of aesthetic education shoud focus on the affection of experience and utilitarian cognition to aesthetic education. For the application of educatee’s experiences,educator should pay attention to the following three aspects:first is to control educatee’s aesthetic cognitive schema with educatee’s experience,second is to deal with the relationship between aesthetic cognitive schema and situation properly,third is to start strategy of problem solving when educatee face a more complex, unfamiliar aesthetic object. For the application of utilitarian factors, educaor should grasp the following three aspects: first is to integrate utilitarian value into aesthetic cognitive schema, second is to guide the educatee form the correct value, third is to parties clarify the difference between aesthetic education and moral education while applying aesthetic utilitarian.Chapter 3 researched the application of princple of aesthetic cognition in aesthetic education of infant and cheeper.Both of the cognitive development of infant and cheeper are not mature,and they have bad abstract thinking,so the have not formed aesthetic idea.For these reasons,aesthetic education for infant and cheeper should guide them construct aesthetic cognitive schema with aesthetic element and simple aesthetic object,and guide them form appropriate utilitarian cognition.Chapter 4 researched the application of princple of aesthetic cognition in aesthetic education of schoolchildren.Their ability of abstraction and summarization is much better than cheeper,the reliance on concrete object in abstract thinking is very weakand near to disappear especially.In our opinion,we pointed out that constructing aesthetic cognitive schema of schoolchirdren shoud consider following ways:first,to provide aesthetic objects which have artistry to make schoolchildren to handdle the form and inner essence; second,to form aesthetic cognition in their aesthetic actionwhich is near to adult.Moreover,educator should guide them analyze the utilitarian of aesthetic objects and form appropriate utilitarian cognition conbining with their self-conscionusness.Chapter 5 researched the application of princple of aesthetic cognition in aesthetic education of adult.Becaust the group effect of education is stronger than previous stages,we displace this problem into the research on the application of princple of aesthetic cognition in different group which different adults belong to.Binding the studies on groupsand group processes of social cognitive psychology, this chapter discussed the formation of group’s aesthetic cognitive schema of adult,the affection of group’s utilitarian cognition to group’s aesthetic cognitive schema,how leader and maverick-in-group affect group’s aesthetic cognitive schema, and to further explore the how to apply leader and maverick-in-group in aesthetic education.The conclusion summarizes object principle, utilitarian principle and experiecne principle, we believe that if these three principles is insisted, cognitive science is fulfilled in aesthetic education and to promote aesthetic education turn to the cognitive level.