论美育在素质教育中的动力机制

既往美育理论往往习惯于从外生变量的角度,把开展一般的审美活动或艺术活动作为实施美育的途径,缺乏对其内在运行机制的研究,这只能致使美育理论仅仅停留在教育外在形式的层次,难以准确阐明美育在素质教育结构中的地位.素质教育的核心是将知识内化为受教育者的素质,即:受教育主体在左右脑功能的互补下,对可传播的知识进行选择、吸收、融合、创新和提升,形成或是以科学文化素质为主,其他精神文化素质为辅,或是以人文文化素质为主,其他精神文化素质为辅的较为全面的素质,也就是理性的直觉化和直觉的理性化相统一的文化心理结构.美育的内在机制是促进受教育者形成这种文化心理机制.

The Inherent Mechanism of Aesthetic Education

The erstwhile aesthetic education theory adopted an exogenous perspective and took activities related to aesthetics as ways to cultivate the aesthetic quality. Obviously this approach failed to research on the inner mechanism of aesthetic working and this resulted in the superficial level of aesthetics education and the inability to explicate the core position of aesthetic education in the whole educational structure. This paper argues that the quality education lies in the internalization of knowledge into the quality of the educated and the aesthetic education should therefore be based on this assumption.