【摘要】：審美功利所依據(jù)的快樂法則,使得我們長期以來一直被審美的愉悅性蒙蔽了,審美不僅是美善的,也是罪惡的。教師在長期的教學(xué)過程中,形成了審美鏡像。此鏡像依據(jù)審美功利愉悅法則以審美圖式為參照,一方面將符合自身審鏡像的次級圖式納入審美鏡像之中,另一方面將不符合的次級圖式拒斥于自身審美視閾之外。教師審美鏡像的實(shí)施機(jī)制大致分為三個階段:引發(fā)學(xué)生關(guān)注、促使學(xué)生動機(jī)位移、迫使學(xué)生異化認(rèn)同,這三個階段分別伴隨的是教師實(shí)施的時空控制、規(guī)則控制、審美控制。此過程中,被拒斥在教師審美視閾外的學(xué)生便會因不被教師接受和理解而痛苦,使得教育極為不公平和非人性,冷漠而冰涼。
[Abstract]:The rule of happiness on which aesthetic utility is based has long been blinded by the pleasure of aesthetics, which is not only beautiful but also evil. Teachers in the long-term teaching process, formed an aesthetic mirror image. According to the principle of aesthetic utilitarian pleasure, the mirror image refers to the aesthetic schema. On the one hand, the secondary schema which accords with the self-examination image is brought into the aesthetic mirror image, on the other hand, the non-conforming sub-schema is rejected beyond the aesthetic horizon. The implementation mechanism of teachers' aesthetic mirror is divided into three stages: arousing students' attention, motivating students' motivation displacement, forcing students' dissimilation and identity. These three stages are accompanied by teachers' space-time control, regular control and aesthetic control respectively. In this process, students who are rejected from teachers' aesthetic sight will suffer because they are not accepted and understood by teachers, which makes education extremely unfair and inhuman, cold and cold.
【作者單位】： 華東師范大學(xué)教育科學(xué)學(xué)院;
【分類號】：G451
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本文編號：2392267