Problems And Thoughts Of Ontology Study About Chinese Aesthetic Education

Since established as a separate division, the subject of Chinese has gone through a tortuous development; its aesthetic education has gradually attracted the attention from all circles and become a hot issue in research fields of both Chinese course and teaching methodology. In this study it is mainly about the ontology of Chinese aesthetic education. By distinguishing concepts such as "ontology", "educational ontology ", " Chinese aesthetic education ontology", we hold the idea that the ontology of Chinese aesthetic education, is to make learners'aesthetic sense, aesthetic taste, aesthetic capabilities, even aesthetic life a full development, ultimately to guide people to achieve the realm of the best, with the support of Chinese textbook and teaching-learning activities.There are about three stages for the development of Chinese aesthetic education ontology: Firstly, poetry-centered aesthetic education for over 2,000 years, with Confucianism as the core and Taoism a complement; Secondly, a zigzag of Chinese aesthetic education in the past 100 years; Last, the theoretical exploration under the new curriculum reform in China. In other word, the ontology of Chinese aesthetic education is evolved from the concern of the main body life to the achievements of "Truth" and "Heart", then from the promotion of sciences and rationality, to the emphasis on the main body life. At present, there is lack of consensus and clearness to the Connotation of Chinese aesthetic education ontologyStarting from South and North dynasties, and prosperous in Tang and Song dynasties, the ancient thought of Zen in our country, matched Chinese native thought Ru and Dao with India Buddhism, and made Chinese philosophy, aesthetics, literature a glorious peak. Thus, to study ancient Zen from the angle of aesthetic education ontology, can give inspirations to today's Chinese aesthetic education. With its mind ontology leading to aesthetics, Zen proposed that ontology of ideas is "self-nature is Buddha, which need self reaching". Huineng thought that"this Buddha nature and all living creatures is the same", and that "Everyone has the Buddha nature", so people should be truly the masters of themselves and the creators of freedom-spirit. Aesthetic qualities of Zen thought are mainly reflected in two aspects: First, Zen changed internal and external constraints into the spiritual freedom. Second, Zen moved Buddhist from the other side of the world to this side of the world. Thus, the value of Zen's mind ontology to the aesthetic education boiles down to three points: (1) to pursue the beyond life aesthetics; (2) to pursue the beyond main character; (3) to pursue the beyond aesthetic realm. The inspiration, drawn from Zen to Chinese aesthetic education ontology, is concluded as follows , saying high praise for "life consciousness" is the ultimate goal of the logic; cherishing learners ' subjective feelings and experience is the ontological characteristics; and opening purely aesthetic realm is the unremitting pursuit. Through the analyses above, we believe that: (1) the orientation of Chinese course should be concerned with the three-dimensional framework of learners, speech and emotions ;(2) thus, Chinese aesthetic education should focus on eultivation,as well as the development of learners'emotions and speech ability.