摘要
审美意识是历史学科素养的体现,作用于历史认识的全过程,决定着历史认识的方向。历史学科审美价值的实现过程正是历史教育对人的价值引领过程。审美意识的培育是对历史学习者史学理论素养和历史学科能力要求的重要体现,它关系到历史教育审美价值的实现程度,是历史教育的本质要求。在历史教学中培养学生的审美意识,应通过挖掘历史学科内容的审美价值内涵,让学生在与历史的对话中获得历史美感;探索历史学科美育课程的综合开发,让学生在丰富的课程实践中增强审美能力;深度变革课堂教学生态,让学生在主体探究中丰富审美体验;重视历史教学中的价值引领,让学生在人生意义的探寻中提升审美追求。
Aesthetic consciousness is a reflection of a person＇s history literacy, influencing not only the process but also the direction of history learning. The process of realizing the value of history discipline is also the process of providing guidance for human value through history education. The cultivation of aesthetic consciousness embodies the learners＇theoretical attainment and competence in history discipline. As the essential requirements of history education, the cultivation of aesthetic consciousness influences the level of realizing aesthetic value of history education. To cultivate students＇ aesthetic consciousness in history education, we should explore aesthetic connotation of history course so that students can attain aesthetic feeling in the dialogue with history. We should explore the overall design of aesthetic curriculum of history course so that students can enhance their aesthetic ability in colorful curriculum practice. We should prioritize the value guidance in history teaching so that students can enhance their aesthetic pursuit in the search of the significance of human life.
出处
《当代教育与文化》
CSSCI
北大核心
2016年第1期80-85,共6页
Contemporary Education and Culture
基金
全国教育科学"十二五"规划2015年教育部重点课题"基于传统文化的普通高中美育课程整合研究"(DHA150328)阶段性成果
关键词
历史教学
审美意识
价值引领
history teaching
aesthetic consciousness
value guidance
作者简介
马维林（1975-），男，黑龙江青冈人，教育部人文社科重点研究基地西北师范大学西北少数民族教育发展研究中心博士研究生，江苏省南菁高级中学副校长，主要从事历史教学与中学课程教学管理研究
