历史审美教育在高中历史教学中的应用

1、历史审美教育在高中历史教学中的应用历史教育硕士论文（优秀6篇）之第二篇摘 要审美教育是我国教育事业中的重任，我们可以以审美教育包括历史审美教育来推进和深化道德教育乃至整个教育。历史的课堂也是审美教育的重要基地。历史审美教育在我国的整个教育中具有重要地位和作用。很多高中历史教师自己的岗位上潜移默化地进行历史美育，但是对历史美育的概念、内容与方法有清晰的认识的教师并不多。本研究从高中历史教学的视角重新审视历史审美教育，对高中历史教学方式方法进行进一步的探析，不仅有助于提高教师的教学水平，亦有助于逐步树立高中生正确的审美观和高尚的审美情趣，以期达到利用历史之美来陶冶情操，净化心灵，培养高中生健全的人

2、格的目的。本研究主要分为四部分。第一部分是本研究的绪论，包括研究的背景、研究的目的及意义、研究方法和文献综述；第二部分介绍高中历史美育研究的理论基础，首先对美、美学、美育等相关概念进行了界定，其次分别对高中阶段的美育研究和历史学科的美学与美育研究做了介绍；第三部分针对高中历史美育的内容进行研究，将其划分为历史的真之美;、历史的善与崇高之美;、历史的人物美和历史的着述美，并分别对这四种历史美感的形式和内容做了解释；最后一部分针对高中历史美育的教学策略进行探讨，先是以普通高中历史课程标准(2017 年版)将高中历史学习的基本内容分成的 24 个专题为纲对高中历史美育教学内容进行梳理，然后基于对高中

3、历史美育发展的愿景，提出了以下六点对策与方向：一、铺就求真探索的历史之旅，即教师要精心打造教学设计，切实开展求真求是的教学。在求真探索的过程中，领略历史的真之美;；二、重视历史悲剧美的教学，在欣赏悲剧时，学生的精神得到提升，心灵得到净化，教师应该思索提升悲剧美感染力的策略，教师在带领学生感受悲剧美之后，要妥善收尾，及时帮助学生思考悲剧背后的实质；三、不拘一格，把握历史教学中的人物线，在教学过程中努力将历史人物的理智与情感，光荣与梦想，奋斗与挣扎都呈现出来，不仅体现了浓郁的人文情怀，并取得良好的教学效果和审美体验；四、给学生更高质量的审美阅读体验，一方面要解构教科书，按照课标的要求对教材的内容进

4、行创造性地整合，另一方面，鼓励学生开展增进历史美的感受性的课外阅读；五、提升教师语言表现力、感染力，高中历史美育一定要注意教师的语言美。历史教师的言语一定要是科学的，同时还应该是详尽、鲜明的，富有思想性和情感性的；六、要尊重学生的审美个性，教师应正视学生的差异，教学方法要有针对性。关键词：高中历史,历史美育,教学策略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 录第一章 高中历史美育研究的理论基础第一节 概念界定一、美与美学将能够激发人们美感的事物的本质属性概括起来就是美。而对于美的定义，无数学者们的看

19、法从未达成一致。而亚里士多德认为美在秩序之中，毕达哥拉斯认为美在和谐之中，弗洛伊德将下意识认之为美，黑格尔却认为美在理念的感性显现;，马克思则认为美在于将人的实质能力对象化;。对于美的定义往往难逃客观论或者主观论，而马克思认为，美的产生在于将人的能力对象化的过程之中。美是主客观统一的，人的实质能力在改造客观世界实践中目标化了，真与善也统一起来了。而美学（Asthetik）即为研究美的科学，这一术语最初产生之时着实有些尴尬，在使用上也没有形成统一的标准，黑格尔的大作叫美学;，但他对于这个词的使用也持怀疑态度，他认为美学;（Asthetik） 一词用于此处也并不是最合适的，他甚至认为这个词不够精深

20、而流于肤浅。然而，美学之父;鲍姆嘉通率先定下Asthetik;一词且命名为美学;，黑格尔也持认同态度，并最终将其用作自己的书名。二、美育1795年美学家席勒率先使用美育一词，之后人们对于美育的思考也越来越深刻，对于美育内涵的讨论也越来越广泛。美育实践的古代思想往往认为美育就是艺术教育，不论是东方或是西方都曾长时间的存在过。孔子认为礼乐能够深入人心才能够更好的治理国家。柏拉图关注儿童的成长过程，尤其是音乐在其中的作用。罗马政治家、教育家西塞罗认为道德教育的内容应当由艺术教育承担相当多的部分，美学家亚奎斯?巴赞认为美育的心脏是艺术教育，艺术能够让人们获得终极的审美感受。但是美育不能简单的与艺术教育

21、对应。学者朱立元认为认为艺术是审美教育的重要媒介，但并不是唯一。艺术教育更着重于从艺术素养和艺术创造力两方面育人，可以这样说艺术教育是美育体系的重要组成部分，也是最直接的方法，但是并不是美育的全部。近代中国存在美育就是情感教育的看法。美育先驱王国维和蔡元培都认同审美教育应贯彻在情感教育之中。美学大家朱光潜同样认为，美感教育与情感有千丝万缕的关系，美育的关键在于陶冶性情。人的审美很大程度上受情感所影响，美与情感具有强烈的联结是实行美育过程中不可忽略的特点之一，但美育特点还有很多，包括形象性、自由性等，单纯的关注美育的情感性是片面的。受众更为广泛的一种观点就是美育就是审美教育。认为所谓美育就是施教者依据特定的审美规律，充分应用艺术等媒介引领受教育者，使其形成正确的审美