摘要
在情境教育的探索过程中,中华民族的文化给予其深厚的理论滋养,特别是"意境说"的理论对这一研究有极大的启发。"意境说"的精髓可概括为情景交融、境界为上,蕴含着美学、心理学、创造学最古朴的原理。情境教育是给儿童一个真实的世界,注重以情激情、以情育人;情境课程讲究广远的意境,宽阔的想象空间,以美为境界、以美育人,这一切与"意境说"的真、美、情、思的特点是十分契合的。"意境说"不仅为情境教学提供了理论滋养,而且进一步支撑了整个情境教育的研究和情境课程的开发。
During the exploration course of affective education, the Chinese national culture gives it profound theoretical nutrition. Especially, ＂artistic conception theory＂ offers great enlightenment to this research. The essences of ＂artistic conception theory＂ are summarized as the perfect harmony of emotion and situation and realm going first, which contains the philosophy of primitive simplicity in aesthetics, psychology and creativity. Affective education gives children a real world, emphasizing stimulating emotion with emotion and cultivation with emotion. Affective curriculum pays particular attention to wide and remote artistic conception and broad imaging space, taking aesthetics as realm and cultivating people with aesthetics, all of which is very agreeable with the characteristics of ＂artistic conception theory＂ featuring being true, aesthetic, emotional and thinking. ＂Artistic conception theory＂ not only offers theoretical nutrition to the affective teaching, but also further supports the research of the whole affective education and the development of the affective curriculum.
出处
《教育研究》
CSSCI
北大核心
2007年第2期68-71,共4页
Educational Research
关键词
情境教学
情境教育
“意境说”
affective teaching, affective education, artistic conception theory
