| The report to the 19 th CPC National Congress states that socialism with Chinese characteristics has entered a new era and that "the principal contradiction facing Chinese society has evolved into the contradiction between unbalanced and inadequate development and the people’s ever-growing needs for a better life." The people’s "good life" is the foothold of China’s aesthetic education in the new era,which contains the people’s practice of creating beauty and experience of aesthetic feeling of "good life".The pursuit and realization of "good life",in addition to improving people’s material living standards,also need to improve their quality of "beauty",know the connotation of "beauty",have and practice the spirit of Chinese aesthetic education and national aesthetic characteristics of the beauty of the soul,etiquette,music,language,behavior,science,order,health,diligence,art and other beautiful characteristics.From the spirit,emotion,temperament,sentiment and mind level to pursue and achieve "good life",aesthetic survival,shape a good life.In the pursuit of a better life,the need for beauty is a spiritual pursuit,a normal life,but also a life production needs.In the age of advanced science and technology and social civilization,the need for beauty is more eager than in the past.To some extent,this reflects the requirements and regulations of aesthetic education for students and the enhancement of students’ aesthetic quality.Accordingly,the development of students’ aesthetic quality has become an important part of the development goal of middle school students’ core quality in the new curriculum standard,which requires students to find and experience beauty in education and teaching,and cultivate students’ aesthetic quality.In order to cultivate students’ aesthetic quality comprehensively in education and teaching and promote their all-round development,the reform and exploration of school aesthetic education have never been interrupted.However,reviewing the practice of school aesthetic education,it is difficult to carry out aesthetic education beyond the thinking of art subject,the single orientation of aesthetic education goal,ignoring the construction of curriculum beauty and its aesthetic education value,and failing to care for the beauty of students’ learning process.Aesthetic education is not effective.Therefore,on the basis of reflecting on the practice of aesthetic education in schools,the thesis of curriculum aesthetic education research is put forward.This research mainly adopts literature research method,historical analysis method,logical analysis method,interview method,case analysis method,etc.This paper expounds the ontological implication of curriculum aesthetic education,combs the historical form and evolution process of curriculum aesthetic education,analyzes the value appeal of curriculum aesthetic education,constructs the theoretical framework of curriculum aesthetic education,examines the present situation of curriculum aesthetic education,and explores the practical direction of curriculum aesthetic education.This paper is divided into six parts:The first part,introduction.Through literature research,this paper analyzes the call of The Times for aesthetic literacy and overall aesthetic education,explores the causes of the transformation of curriculum research paradigm and the development of aesthetic education theory,examines and reflects on the alienation and disharmony of school aesthetic education practice,draws on the education concept of "curriculum ideology and politics",and puts forward the research of curriculum aesthetic education.And the value and significance of this topic,research content and structure,research methods and ideas are briefly stated.The second part is the conceptual explanation and theoretical basis of curriculum aesthetic education.First of all,the three concepts of curriculum,aesthetic education and curriculum aesthetic education are explained,and it is proposed that curriculum in essence refers to the interaction between students and elements such as knowledge,skills,emotions and attitudes in the form of disciplines,activities and potential cultures and educational situations under the planned and organized guidance of teachers under certain educational purposes in a specific context.So as to obtain the whole content and process of the harmonious development of body and mind;Aesthetic education refers to an educational activity that cultivates people’s creative ability and aesthetic quality,warms people’s mind and sentiment,improves people’s spirit and realm,and promotes people’s all-round and harmonious development in moral,intellectual,physical and labor aspects through various beautiful things such as artistic beauty,natural beauty,social beauty and scientific beauty.Curriculum aesthetic education refers to starting from the overall planning and overall top-level design of the curriculum,fully exploring and giving play to the aesthetic education function and value of the curriculum,carrying out aesthetic education through the curriculum,penetrating into all aspects of the curriculum,achieving the cultural consciousness of "five education integration",so as to construct the educational activities of "full staff,whole process,all-round and full curriculum".In the curriculum education,a kind of aesthetic education behavior consciousness of implementing aesthetic education by curriculum is formed,in order to cultivate students’ aesthetic quality,moral sentiment,etc.,and promote the harmonious development of students’ body and mind.Secondly,it explains the relevant theoretical basis of curriculum aesthetic education,and points out that the essence of curriculum aesthetic education lies in educating people,aiming at infiltrating aesthetic education elements in the process of curriculum education,promoting the free and comprehensive development of people,allowing students to experience,feel and create beauty in the process of curriculum aesthetic education,and harvest a better educational life.And can extend the beautiful educational life of the school to the life outside the school life,transfer the beauty learned in the course to their own life,connect the beauty and the human nature of the self,aesthetic life,harvest aesthetic life.Therefore,the development of curriculum aesthetic education needs to seek support and guidance from the theoretical basis of Marx’s theory of human all-round development,Schiller’s theory of aesthetic education,process aesthetic thought,life aesthetic thought and so on.The third part is the historical survey and value pursuit of curriculum aesthetic education.First of all,from the perspective of historical review,through the method of literature research and historical analysis,from the history of educational activities,curriculum history,cultural history and other related literature condensed and analyzed to reflect the content of curriculum aesthetic education,from the surface to the bottom of the existing literature comprehensive and objective mining and analysis,from the practical and ideological level,combined with the micro educational historical materials and macro social background.Maximize "restore" and analyze the curriculum aesthetic education history.The development of curriculum aesthetic education follows from the "natural and simple" curriculum aesthetic education,to the "specialized" curriculum aesthetic education,and then into the "large" curriculum aesthetic education,which is either implicit or present.In the "natural and simple" curriculum aesthetic education stage,curriculum aesthetic education takes teaching production and life skills and maintaining the continuation of human life as the value orientation,production labor,life style and primitive religion as the content selection,and oral transmission and practical imitation as the realization method.In the "specialized" aesthetic education course stage,curriculum aesthetic education takes educating the public and edifying the mind as its value orientation,takes the traditional "beauty of harmony" and "beauty of harmony" as its content selection,and takes independent subject setting and separate course setting as its realization way.In the curriculum aesthetic education stage of "great aesthetic education",curriculum aesthetic education aims at cultivating the human value orientation of comprehensive and harmonious development,taking the whole school curriculum as the content selection,and taking the comprehensive penetration and the whole process as the realization way.Secondly,on the value appeal of curriculum aesthetic education,based on the understanding of curriculum essence and the value orientation in the historical development process of curriculum aesthetic education,combined with the current development of The Times and the requirements of curriculum standards,the value appeal of curriculum aesthetic education is proposed to highlight the aesthetic education function of curriculum,improve students’ aesthetic quality and promote the harmonious development of students’ body and mind.The fourth part,the internal mechanism of curriculum aesthetic education.To realize the mechanism and overall function of curriculum aesthetic education,it is necessary to guide the development goal of curriculum aesthetic education,follow the corresponding logical basis and basic principles,and clarify and follow the generation mechanism,so as to have the basis and effectively carry out the curriculum aesthetic education,and prevent the practice of curriculum aesthetic education from leaving the law of human development and education and showing random place.In terms of logic,we should follow the logic of educational aesthetics,the logic of scientific beauty and the logic of aesthetic education psychology.In basic principle,the principles of creation and development,coordination and integration,experience and penetration should be followed.In terms of mechanism following,we should understand and follow the occurrence pattern and running path of curriculum aesthetic education.In terms of guaranteeing conditions,it is necessary to stimulate students’ aesthetic demand,improve teachers’ teaching quality and aesthetic quality,at the same time,it is also necessary for schools to provide support in environmental construction,spiritual civilization construction and other aspects.The fifth part is the theoretical framework of curriculum aesthetic education.The penetration and implementation of the concept of curriculum aesthetic education need to be supported by the corresponding theoretical basis,follow the corresponding logical basis and basic principles,and clearly follow the generation mechanism,in order to have evidence to rely on,to prevent the practice of curriculum aesthetic education from deviating from the law of human development and education and showing random.On the theoretical basis,it is necessary to follow Marx’s theory of human all-round development,Schiller’s theory of aesthetic education,process aesthetics thought,life aesthetics thought and other theoretical bases.In terms of logic,we should follow the logic of educational aesthetics,the logic of scientific beauty and the logic of aesthetic education psychology.In basic principle,the principles of creation and development,coordination and integration,experience and penetration should be followed.In terms of mechanism compliance,we should understand and follow the occurrence schema,operation path and guarantee conditions of curriculum aesthetic education.The fifth part is the realistic investigation of curriculum aesthetic education.Through interview method and case analysis method,this paper investigates the practice status of curriculum aesthetic education and finds that curriculum aesthetic education has been implemented and explored in the practice of educating students.It is mainly manifested in the gradual enhancement of curriculum aesthetic education consciousness of humanities teachers,the attention to the development of students’ aesthetic quality in curriculum objectives,the construction of curriculum aesthetic education and its aesthetic education function,the gradual development of curriculum aesthetic education practice activities in curriculum education,and the formation of curriculum aesthetic education evaluation mode focusing on the evaluation of students’ aesthetic education results.At the same time,curriculum aesthetic education practice still exists.The understanding of curriculum aesthetic education is difficult to go beyond the subject-based aesthetic education thinking,the establishment of curriculum aesthetic education goal is relatively simple,the attention to curriculum beauty and its aesthetic education value is not enough,the degree of aestheticizing curriculum education needs to be improved,the evaluation of curriculum aesthetic education ignores the development of students’ "beauty" accomplishment and other aspects.It is concluded that it is necessary to perfect and improve the development of curriculum aesthetic education from the aspects of concept,goal,content,implementation and evaluation.The sixth part is the practical direction of curriculum aesthetic education.In order to carry out curriculum aesthetic education in a more scientific and effective way,it is necessary to establish the concept of curriculum aesthetic education with curriculum aesthetic education,that is,to pursue the value of curriculum aesthetic education,construct the pattern of "holistic aesthetic education",cooperate with teachers’ development,enhance teachers’ awareness and ability of curriculum aesthetic education,improve curriculum construction,establish a multi-dimensional collaborative system of curriculum aesthetic education,and adhere to the field of curriculum aesthetic education.Broaden the main channel of curriculum aesthetic education;Secondly,it is necessary to formulate multiple and generated curriculum aesthetic education objectives,that is,to pay attention to the multiple comprehensive screening of the sources of curriculum aesthetic education objectives,to pay attention to the dynamic generation of curriculum aesthetic education objectives,and to clarify the multiple orientation of curriculum aesthetic education objectives.Thirdly,we should construct the curriculum aesthetic education content that combines aesthetics and aesthetic education,that is,ensure the educational beauty of the curriculum,pursue the scientific beauty of the curriculum,highlight the disciplinary beauty of the curriculum,embody the heart education beauty of the curriculum,and achieve the learning beauty of the curriculum.Fourth,the implementation of aestheticized curriculum aesthetic education should be carried out,that is,strengthening the teacher’s beauty,giving full play to teachers’ poetic wisdom in teaching,constructing aestheticized learning activities,touching students’ positive aesthetic experience and creation,creating aestheticized educational situation,revitalizing the aesthetic education vitality of curriculum,combining various teaching methods,and developing rich curriculum aesthetic activities.Fifth,the evaluation of curriculum aesthetic education based on the development of aesthetic literacy should be carried out,that is,it should clearly confirm the orientation of curriculum aesthetic education,highlight the correct value orientation of aesthetic education,examine the effect of curriculum aesthetic education,improve the content of curriculum aesthetic education,take the improvement of aesthetic literacy as the evaluation core,and promote the effective development of curriculum aesthetic education.It is necessary to follow the logic of evidence-based practice,practice paradigm,"human unfinished nature" and other aspects.It is necessary to construct its evaluation path from the aspects of cooperating with multiple evaluation subjects,integrating multiple evaluation contents,formulating multidimensional evaluation standards and optimizing multiple evaluation methods. |
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