本文選題：美育 + 絕緣�。� 參考：《遼寧大學(xué)》2017年碩士論文

【摘要】：豐子愷的美育思想深受特殊時(shí)代土壤的滋養(yǎng),體現(xiàn)出鮮明的時(shí)代特性,同時(shí)他深受儒、道文化的熏陶,又汲取中國(guó)佛教文化的營(yíng)養(yǎng),在對(duì)西方美育思想加以借鑒、進(jìn)行本土化改造的基礎(chǔ)上,進(jìn)一步豐富了其美育理論。豐子愷還從家庭教育、大眾藝術(shù)啟蒙教育和學(xué)校藝術(shù)教育三個(gè)途徑踐行其美育主張,在切身的教育實(shí)踐中,其美育思想不斷豐富和完善。文章通過(guò)以下四章對(duì)豐子愷的美育思想和實(shí)踐進(jìn)行研究,并深入挖掘其思想的獨(dú)特價(jià)值和現(xiàn)實(shí)意義。第一章,闡述豐子愷美育思想的形成原因。豐子愷生活在中國(guó)社會(huì)大動(dòng)蕩、政治不穩(wěn)定和文化大轉(zhuǎn)型的特殊時(shí)期,美育救國(guó)思潮興起,其美育思想深受時(shí)代環(huán)境的影響。同時(shí),豐子愷在傳統(tǒng)家庭的影響下深受儒、道兩家文化的感化;師從李叔同,結(jié)交馬一浮等佛教朋友,讓他受到佛教思想的浸染;到日本求學(xué),使他深入接觸了日本文化和西學(xué)思想;細(xì)膩敏感、樂(lè)觀通達(dá)的性格特點(diǎn)在他美育思想的形成中也起著重要作用�？梢哉f(shuō),他的美育思想是在特定的時(shí)代背景和中西方文化雙重影響以及獨(dú)特的性格特質(zhì)等多種因素的影響下形成的。第二章,探討豐子愷美育思想的理論內(nèi)涵。首先,挖掘豐子愷美育思想的理論基礎(chǔ),對(duì)其藝術(shù)觀思想進(jìn)行系統(tǒng)整理、分析。其次,論述豐子愷在美育觀的思想內(nèi)涵和基本觀點(diǎn),即“心為主,技為從”的美育原則及“藝術(shù)心”的培養(yǎng)兩個(gè)方面。最后,闡明豐子愷美育思想的最終歸屬,即人生藝術(shù)化。不難發(fā)現(xiàn),其美育思想從培養(yǎng)完善人的角度出發(fā),密切聯(lián)系生活實(shí)際,將藝術(shù)回歸于日常生活和普通大眾。在他看來(lái),藝術(shù)能夠給予人生慰安,通過(guò)美育人們培養(yǎng)“真善美”的圓滿人格,將藝術(shù)精神應(yīng)用于生活之中,從而提高人們的生活情趣,促進(jìn)社會(huì)的和平、安定。第三章,論述豐子愷的美育思想在具體實(shí)踐中的主張。豐子愷將美育思想落實(shí)到微觀的教育實(shí)踐中,切身的實(shí)踐活動(dòng)能夠不斷豐富和完善其美育理論。在家庭教育中,他從兒童角度出發(fā),立足兒童切身需要和發(fā)展,尊重人的自然本性,保護(hù)最初“童心”。在大眾啟蒙藝術(shù)教育方面,豐子愷堅(jiān)持“曲高和眾”的大眾藝術(shù)觀,通過(guò)發(fā)表期刊文章、出版書籍普及藝術(shù)理論和美育知識(shí)。在學(xué)校藝術(shù)教育實(shí)踐中,他切實(shí)踐行“藝術(shù)辦學(xué),禮樂(lè)治�！钡膶W(xué)校教育宗旨,并創(chuàng)新教學(xué)理念,提出“大藝術(shù)科”教學(xué)觀。第四章,認(rèn)識(shí)豐子愷美育思想的價(jià)值。從其美育理論的獨(dú)特性來(lái)看,豐子愷的美育思想關(guān)注人的發(fā)展,尊重人的主體地位,培養(yǎng)真善美相統(tǒng)一的圓滿人格;他懷有深切的人道主義情懷,關(guān)心大眾疾苦,關(guān)注國(guó)家命運(yùn),希望通過(guò)美育喚醒大眾的清醒意識(shí),拯救人民和國(guó)家。從現(xiàn)實(shí)角度來(lái)說(shuō),豐子愷對(duì)現(xiàn)代美育理論的豐富和發(fā)展具有重要的促進(jìn)作用,同時(shí)也為當(dāng)下美育的實(shí)踐提供了經(jīng)驗(yàn)和啟示。同時(shí),豐子愷的美育思想有利于社會(huì)個(gè)體培養(yǎng)“藝術(shù)心”,涵養(yǎng)德性、涵養(yǎng)人格,協(xié)調(diào)人際關(guān)系,促進(jìn)和諧社會(huì)。
[Abstract]:Feng Zikai's aesthetic education thought by special soil nourishment, reflect the distinctive characteristics of the times, he also by Confucianism, culture edification, and learn Chinese Buddhist culture in nutrition, and to learn from the western aesthetic thought, based on the localization, further enrich the theory of aesthetic education. Feng Zikai also from the family public education, art education and art education in three ways to practice the aesthetic education ideas, education practice in personal, aesthetic education and constantly enrich and perfect. Through the following four chapters of Feng Zikai's aesthetic education thought and practice research, and excavates its unique ideological value and practical significance. In the first chapter. Describes the causes of Feng Zikai's aesthetic education thought. Feng Zikai lived in Chinese social upheaval, the special period of political instability and cultural transformation, saving the rising trend of aesthetic education, the aesthetic education thought Think deeply influence the environment. At the same time, Feng Zikai in the family under the influence of traditional culture by Confucianism, Taoism influence; under the tutelage of Li Shutong, making Ma Yifu Buddhist friends, let him be Buddhism disseminated to Japan; to study, so that he deeply contact with Japanese culture and Western thought; sensitive character, optimistic access it plays an important role in the formation of his aesthetic thoughts. It can be said that his aesthetic education thought is formed in the influence of dual influence of specific era background and Western culture and unique personality traits and other factors. The second chapter discusses the theoretical connotation of Feng Zikai's aesthetic education thought. Firstly, excavates the theoretical basis of Feng Zikai's aesthetic education thought, the art thoughts systematically, analyzed. Secondly, discusses Feng Zikai's aesthetic education thought connotation and basic viewpoints, namely "heart, technology from aesthetic education" Two aspects of training principle and art of "heart". Finally, clarify the ultimate ownership of Feng Zikai's aesthetic education thought, the art of life. It is not difficult to find, the thought of aesthetic education from the perspective of cultivating perfect people, closely linked to real life, will return to the art of daily life and the general public. In his opinion, the art of give comfort, cultivate Zhenshanmei perfect personality by aesthetic education, the artistic spirit is used in life, so as to improve people's life, promote social peace and stability. The third chapter discusses Feng Zikai's aesthetic education thought in practice that Feng Zikai will implement the education practice of microscopic aesthetic education thought in the personal practice to enrich and perfect the theory of aesthetic education. In family education, he from the perspective of children, based on the children's personal needs and development, respect for human natural nature, to protect the most At the beginning of the "innocence". In the popular art of enlightenment education, Feng Zikai adhere to the "high and" popular art, published by journal articles, books and popular theory of art and aesthetic knowledge. In the school art education practice, he earnestly practice the art education, music therapy school "school education purpose, and innovative teaching ideas this," great arts "teaching view. The fourth chapter understanding of Feng Zikai's aesthetic education thought. Its unique aesthetic value from the theory point of view, the development of Feng Zikai's aesthetic education thought attention, respect the subject position, cultivating beauty of unity of perfect personality; he is a deep humanism, public concern suffering, concern the destiny of the country and the hope of awakening the masses through the aesthetic consciousness, the salvation of the people and the country. From a practical perspective, and the development of modern aesthetic education theory has important Feng Zikai It also provides experience and inspiration for the current practice of aesthetic education. At the same time, Feng Zikai's aesthetic education thoughts are conducive to the cultivation of "artistic heart", social ethics, moral character, interpersonal relationship and harmonious society.

【學(xué)位授予單位】：遼寧大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：J0-4

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