歷史審美教育在高中歷史教學(xué)中的應(yīng)用

1、歷史審美教育在高中歷史教學(xué)中的應(yīng)用歷史教育碩士論文（優(yōu)秀6篇）之第二篇摘 要審美教育是我國教育事業(yè)中的重任，我們可以以審美教育包括歷史審美教育來推進(jìn)和深化道德教育乃至整個(gè)教育。歷史的課堂也是審美教育的重要基地。歷史審美教育在我國的整個(gè)教育中具有重要地位和作用。很多高中歷史教師自己的崗位上潛移默化地進(jìn)行歷史美育，但是對(duì)歷史美育的概念、內(nèi)容與方法有清晰的認(rèn)識(shí)的教師并不多。本研究從高中歷史教學(xué)的視角重新審視歷史審美教育，對(duì)高中歷史教學(xué)方式方法進(jìn)行進(jìn)一步的探析，不僅有助于提高教師的教學(xué)水平，亦有助于逐步樹立高中生正確的審美觀和高尚的審美情趣，以期達(dá)到利用歷史之美來陶冶情操，凈化心靈，培養(yǎng)高中生健全的人

2、格的目的。本研究主要分為四部分。第一部分是本研究的緒論，包括研究的背景、研究的目的及意義、研究方法和文獻(xiàn)綜述；第二部分介紹高中歷史美育研究的理論基礎(chǔ)，首先對(duì)美、美學(xué)、美育等相關(guān)概念進(jìn)行了界定，其次分別對(duì)高中階段的美育研究和歷史學(xué)科的美學(xué)與美育研究做了介紹；第三部分針對(duì)高中歷史美育的內(nèi)容進(jìn)行研究，將其劃分為歷史的真之美;、歷史的善與崇高之美;、歷史的人物美和歷史的著述美，并分別對(duì)這四種歷史美感的形式和內(nèi)容做了解釋；最后一部分針對(duì)高中歷史美育的教學(xué)策略進(jìn)行探討，先是以普通高中歷史課程標(biāo)準(zhǔn)(2017 年版)將高中歷史學(xué)習(xí)的基本內(nèi)容分成的 24 個(gè)專題為綱對(duì)高中歷史美育教學(xué)內(nèi)容進(jìn)行梳理，然后基于對(duì)高中

3、歷史美育發(fā)展的愿景，提出了以下六點(diǎn)對(duì)策與方向：一、鋪就求真探索的歷史之旅，即教師要精心打造教學(xué)設(shè)計(jì)，切實(shí)開展求真求是的教學(xué)。在求真探索的過程中，領(lǐng)略歷史的真之美;；二、重視歷史悲劇美的教學(xué)，在欣賞悲劇時(shí)，學(xué)生的精神得到提升，心靈得到凈化，教師應(yīng)該思索提升悲劇美感染力的策略，教師在帶領(lǐng)學(xué)生感受悲劇美之后，要妥善收尾，及時(shí)幫助學(xué)生思考悲劇背后的實(shí)質(zhì)；三、不拘一格，把握歷史教學(xué)中的人物線，在教學(xué)過程中努力將歷史人物的理智與情感，光榮與夢想，奮斗與掙扎都呈現(xiàn)出來，不僅體現(xiàn)了濃郁的人文情懷，并取得良好的教學(xué)效果和審美體驗(yàn)；四、給學(xué)生更高質(zhì)量的審美閱讀體驗(yàn)，一方面要解構(gòu)教科書，按照課標(biāo)的要求對(duì)教材的內(nèi)容進(jìn)

4、行創(chuàng)造性地整合，另一方面，鼓勵(lì)學(xué)生開展增進(jìn)歷史美的感受性的課外閱讀；五、提升教師語言表現(xiàn)力、感染力，高中歷史美育一定要注意教師的語言美。歷史教師的言語一定要是科學(xué)的，同時(shí)還應(yīng)該是詳盡、鮮明的，富有思想性和情感性的；六、要尊重學(xué)生的審美個(gè)性，教師應(yīng)正視學(xué)生的差異，教學(xué)方法要有針對(duì)性。關(guān)鍵詞：高中歷史,歷史美育,教學(xué)策略AbstractAesthetic education is an imperative task in China s education We can promote anddeepen moral education and even the whole education

5、through aesthetic education, includinghistorical aesthetic education The history class is also an important base for aestheticeducation Historical aesthetic education plays an important role in the whole education of ourcountry Many high school history teachers unconsciously cultivate students&rsquo

6、; aesthetic abilityon their own posts, but rarely have a clear understanding of the concepts, contents andmethods of historical aesthetic education This study re-examines the historical aestheticeducation from the perspective of high school history teaching, and further analyzes the highschool histo

7、ry teaching methods, which not only helps to improve the teaching level ofteachers, but also helps to gradually establish the correct aesthetics and nobleness of highschool students aesthetic taste This study aims to achieve the purpose of using the beauty ofhistory to cultivate sentiment, purify th

8、e soul, and cultivate a healthy personality of highschool studentsThis study is divided into four parts The first part is the introduction of this study Theintroduction part includes the background of the research, the purpose and significance of theresearch, the research methods and literature revi

9、ew The second part introduces thetheoretical basis of high school history aesthetic education research Firstly, it defines therelated concepts of beauty, aesthetics and aesthetic education Secondly, it makes a study onthe aesthetic education of the high school and the aesthetics and aesthetic educat

10、ion of historydiscipline The third part is about the content of high school history aesthetic education, whichis divided into the historical truth beauty, the historical good and noble beauty, thehistorical character beauty and the historical writing beauty, and the form and content of thefour histo

11、rical aesthetics are explained respectively The last part is to discuss the teachingstrategies of high school history aesthetic education Firstly, General High School HistoryCurriculum Standards (2017) divides the basic content of history learning into 24 themesBased on these 24 themes, this study a

12、nalyzes the content of history aesthetic education inhigh schools And then based on the vision of the development of high school historyaesthetic education, the following six countermeasures and directions are proposed: First,pave a historic journey of seeking truth and exploring, that is, teachers

13、should carefully createteaching design and practically carry out truth-seeking teaching In the process of seekingtruth, we will appreciate the true beauty of history Second, we should pay attention to the teaching of historical tragedy When we appreciate the tragedy, the spirit of the students isimp

14、roved and the mind is purified Teachers should think about strategies to enhance theappeal of tragic beauty After the teachers create a tragic classroom atmosphere, the studentsare guided in time to think about the nature of various tragic phenomena Third, not to stick toone pattern, grasp the chara

15、cter line in history teaching In the process of teaching, teachersshould strive to present the reason and emotion, glory and dream, fight and struggle ofhistorical figures This process not only reflects the strong humanistic feelings, but alsoachieves good teaching effects and aesthetic experience;

16、Fourth, give students a higher qualityaesthetic reading experience On the one hand, deconstruct the textbooks, and creatively adaptthe content of the textbooks according to the requirements of the curriculum standards On theother hand, encourage students to carry out extracurricular readings to enha

17、nce the sensitivityof historical beauty Fifth, enhance the language expression and appeal of teachers Highschool history aesthetic education must pay attention to the language beauty of teachers Thewords of history teachers must be scientific, but also detailed, clear, thoughtful and emotionalSixth,

18、 respect the aesthetic personality of students Teachers should face up to students differences, and teaching methods should be targetedKey Words: history class of high school; historical aesthetic education; teachingstrategies目 錄第一章 高中歷史美育研究的理論基礎(chǔ)第一節(jié) 概念界定一、美與美學(xué)將能夠激發(fā)人們美感的事物的本質(zhì)屬性概括起來就是美。而對(duì)于美的定義，無數(shù)學(xué)者們的看

19、法從未達(dá)成一致。而亞里士多德認(rèn)為美在秩序之中，畢達(dá)哥拉斯認(rèn)為美在和諧之中，弗洛伊德將下意識(shí)認(rèn)之為美，黑格爾卻認(rèn)為美在理念的感性顯現(xiàn);，馬克思則認(rèn)為美在于將人的實(shí)質(zhì)能力對(duì)象化;。對(duì)于美的定義往往難逃客觀論或者主觀論，而馬克思認(rèn)為，美的產(chǎn)生在于將人的能力對(duì)象化的過程之中。美是主客觀統(tǒng)一的，人的實(shí)質(zhì)能力在改造客觀世界實(shí)踐中目標(biāo)化了，真與善也統(tǒng)一起來了。而美學(xué)（Asthetik）即為研究美的科學(xué)，這一術(shù)語最初產(chǎn)生之時(shí)著實(shí)有些尷尬，在使用上也沒有形成統(tǒng)一的標(biāo)準(zhǔn)，黑格爾的大作叫美學(xué);，但他對(duì)于這個(gè)詞的使用也持懷疑態(tài)度，他認(rèn)為美學(xué);（Asthetik） 一詞用于此處也并不是最合適的，他甚至認(rèn)為這個(gè)詞不夠精深

20、而流于膚淺。然而，美學(xué)之父;鮑姆嘉通率先定下Asthetik;一詞且命名為美學(xué);，黑格爾也持認(rèn)同態(tài)度，并最終將其用作自己的書名。二、美育1795年美學(xué)家席勒率先使用美育一詞，之后人們對(duì)于美育的思考也越來越深刻，對(duì)于美育內(nèi)涵的討論也越來越廣泛。美育實(shí)踐的古代思想往往認(rèn)為美育就是藝術(shù)教育，不論是東方或是西方都曾長時(shí)間的存在過?？鬃诱J(rèn)為禮樂能夠深入人心才能夠更好的治理國家。柏拉圖關(guān)注兒童的成長過程，尤其是音樂在其中的作用。羅馬政治家、教育家西塞羅認(rèn)為道德教育的內(nèi)容應(yīng)當(dāng)由藝術(shù)教育承擔(dān)相當(dāng)多的部分，美學(xué)家亞奎斯?巴贊認(rèn)為美育的心臟是藝術(shù)教育，藝術(shù)能夠讓人們獲得終極的審美感受。但是美育不能簡單的與藝術(shù)教育

21、對(duì)應(yīng)。學(xué)者朱立元認(rèn)為認(rèn)為藝術(shù)是審美教育的重要媒介，但并不是唯一。藝術(shù)教育更著重于從藝術(shù)素養(yǎng)和藝術(shù)創(chuàng)造力兩方面育人，可以這樣說藝術(shù)教育是美育體系的重要組成部分，也是最直接的方法，但是并不是美育的全部。近代中國存在美育就是情感教育的看法。美育先驅(qū)王國維和蔡元培都認(rèn)同審美教育應(yīng)貫徹在情感教育之中。美學(xué)大家朱光潛同樣認(rèn)為，美感教育與情感有千絲萬縷的關(guān)系，美育的關(guān)鍵在于陶冶性情。人的審美很大程度上受情感所影響，美與情感具有強(qiáng)烈的聯(lián)結(jié)是實(shí)行美育過程中不可忽略的特點(diǎn)之一，但美育特點(diǎn)還有很多，包括形象性、自由性等，單純的關(guān)注美育的情感性是片面的。受眾更為廣泛的一種觀點(diǎn)就是美育就是審美教育。認(rèn)為所謂美育就是施教者依據(jù)特定的審美規(guī)律，充分應(yīng)用藝術(shù)等媒介引領(lǐng)受教育者，使其形成正確的審美