On The Primary Aesthetic Education Philosophy

The ideas of the past primary art aesthetic education have two kinds of non-aesthetic tendencies: the technique tendency and the instrument tendency. The former only focuses on the art knowledge and technique, vanishes students' aesthetic individualities and creativities. It has no regard for students' aesthetic emotion either. The latter regards art as an instrument of promoting students' free expressions, which results in art' s losing its own laws and standards. Meanwhile, it regards the primary art aesthetic education as the dependency of moral education.On the basis of these problems, this dissertation try to find out the roots of the non-aesthetic ideas from the perspective of art aesthetic education history, the art aesthetic world and the primary art aesthetic education itself.At last, the writer will try to put forward some new ideas of primary art aesthetic education. The primary art aesthetic education should focus on the existence of whole personal life. It should change the direction from only cramming of art knowledges and techniques in the past to emphasizing students' aesthetic perceptions, experiences and imaginations. Meanwhile, the primary art aesthetic education must break the thinking mode of dualism and lay stress on the generation in the process, which includes the adjusting and controlling generation, the dialogue generation and the reflective generation. Furthermore, it should go into students' rich and colourful life-world and arouse their interests and enthusiasms of taking part in the art aesthetic study.