(1) Modern aesthetic education is an education based on perceptual education
Aesthetic education should not be treated simply as aesthetic theory knowledge education or artistic skill training. No matter from the subject of its activities or its own characteristics, it is an activity process based on perceptual education. Simply emphasizing the instillation of theoretical knowledge and skills will inevitably lead to the deviation of strengthening rational education and weakening perceptual education.
Aesthetics is a way of "feeling" and a way of psychological experience. As a feeling, in aesthetic activities, people's self-realization is mainly at the psychological level. As a symbol of freedom, it is manifested as the ideal of real life and achieves the creative expression and sublimation of emotion. The emotional field is the main field of this activity. In the aesthetic process, the education of people is mainly not a cognitive process characterized by thinking, but the expression and sublimation of emotions, the activation and presentation of the subject's life consciousness and essential strength, the experience and cultivation of emotions, and the generation and creation of new emotions and consciousness in the experience, so as to inspire the mind and move towards spiritual liberation and sublimation. Therefore, aesthetic education is the organic integration of subjective category and education, and it is the transformation of aesthetic value into educational resources. From this perspective, aesthetics is not a simple process of understanding the object, nor does it point to the world of truth, but a way of life, which points to the world of value and aims at the satisfaction and realization of life value. Accordingly, the aim of modern aesthetic education should be to care for people's lives, and the ultimate goal is the perfection of personality and the all-round development of people.
In modern aesthetic education, emphasizing perceptual education means attaching importance to psychological ability with emotion as the core. The development of industrial civilization has brought about the one-sided expansion of instrumental rationality and knowledge rationality, and the rejection and neglect of emotional value, which has led to the one-sided development of human beings and the incomplete personality, making human beings and nature, human beings and society and even their own internal tension, alienation and division. Aesthetic activities provide a possible and realistic space for the liberation and promotion of individual emotions. This liberation does not lead people to irrationality or anti-irrationality, but to the bondage of unreasonable rational norms, the liberation of repression, and the return of human emotional essence. In aesthetic activities, people's psychological ability plays an important role as a comprehensive intuitive experience ability and emotional communication ability, and has an important impact on the process of art appreciation and acceptance, daily interpersonal communication, and all creative work in humanities and natural sciences. In "Quality Education in America" by Dr. Huang Quanyu, children's art education was taken as an example to discuss the phenomenon that children in China can't draw without "appearance". Dr. Huang thinks that one of the keys to the problem is that one-sided skill teaching makes children become imitation tools. Such a teaching method ignores or even obliterates the experience and expression of "soul", how can we talk about developing creativity? Attachment: quality education in the United States attached report 1: "Schools let children boldly imagine that 8% of parents let their children drop out of school"
We emphasize that the importance of perceptual education in aesthetic education is not to deny the teaching of techniques and the necessity of rational factors, but to suggest that in the process of aesthetic education, we should develop perceptual ability at the same time as rational ability, especially in this process, rational ideas are embodied in intuitive forms, such as images and words. This method has been widely used in modern media, such as advertisements, music works, film and television dramas and so on, which have a subtle influence on society, especially teenagers' aesthetic taste, life desire and even outlook on life.
people are the main body of aesthetic activities and the core of aesthetic education-aesthetic education. In the sense of human studies, sensibility does not only refer to perceptual knowledge, but also to people's living conditions, humanity and personality. The significance of emphasizing aesthetic education as perceptual education lies in: while acknowledging the standardization of aesthetic education, attaching importance to its liberating function, affirming and respecting individual personality in the process of aesthetic education, and fully mobilizing and developing individual subjective initiative. Modern industrial civilization has brought about the general strengthening of human sociality. "Norm" has become not only a means for people to achieve their goals, but also something to suppress people and curb their development, which constitutes the opposition with people and makes people tend to be the same "tool" and move towards alienation. Emphasizing the perceptual education characteristics of aesthetic education, for individuals, is to liberate the individuality and subjectivity of individual survival under the bondage of instrumental rationality. At present, while our education system basically emphasizes rational education, we should pay attention to and practice this characteristic of aesthetic education, so that it can complement rational education and achieve the purpose of quality education-promoting people's all-round development. In people's spiritual activities, perceptual ability plays an important role, and it also affects people's rational ability. One-sided growth of rational ability and lack of perceptual ability are not people with perfect personality, but eventually their rational ability will be negatively affected and even endanger their quality of life. Darwin in his later years was an example, and he himself was deeply troubled by it. At the same time of rational education, it is very meaningful to develop people's perceptual ability and maintain the individual's lively vitality, otherwise people will lose the motivation to innovate and the subject value will not be realized. As Mr. Zhu Guangqian said: "Aesthetic education is not a luxury for the leisure class, but enables people to absorb the vitality of supporting life and promoting life everywhere in a rich and strict world."
(2) Aesthetic education is an innovative education
Aesthetic education is an education to develop people's creativity. It points to the continuous renewal and realization of human vitality. It does not directly create material wealth, but it may become the premise and foundation of the practice of creating material wealth.
Creativity is one of the essential attributes of aesthetic activities. Aesthetics is a holistic and comprehensive grasp of the true meaning of an object in an intuitive and visual way in an instant. This activity itself is a kind of creation, not a passive acceptance. The subject gives life to the object with his own experience, experience and understanding, and feels and discovers its inner implication. This is the full play of the initiative of a subject, the realization of his personality, the expression and liberation of his emotions and the sublimation of his mind. This is particularly typical in artistic activities. This kind of creation often does not directly bring about the change and growth of material wealth, nor is it directly related to the actual utilitarian purpose. It is a kind of mind that is not bound by the practical utilitarian principle or established rules. It has a high degree of sensitivity, desire for exploration and personality, thus enriching life and becoming a prerequisite for other creative practices. The real power and source of many creative inventions and discoveries in natural science often comes from this inherent creative enthusiasm for realizing the richness and completeness of life.
For a long time, creative development has always been a weak link in aesthetic education in China. In practice, aesthetic education is often treated narrowly as artistic knowledge and techniques, and even as a "patent" enjoyed by a few special students, resulting in students only copying but not creating; Background, characteristics, ideological significance ..... A set of words, but the aesthetic ability has not improved, or even different. There are also some students whose academic performance is not bad, but their vision is narrow, their interests are narrow, their aesthetic imagination is lacking, their sensitivity is dull, their emotional world is dry and they lack vitality. All this will eventually lead to the suppression, blockage and even decline of personality and creativity in all aspects. The root cause of this phenomenon is that knowledge and skills are mistaken for abilities. In fact, it is impossible to produce creativity when knowledge and skills are not integrated and internalized into abilities. Aesthetic education is to develop and cultivate people's transformation ability while imparting knowledge and skills.
In the aesthetic creation, fully understanding the creative pleasure brought by the objectification of the subject reflects the inevitability of human nature. It is almost innate, and every child has such creative talents. However, in reality, these abilities, which are easily attenuated, are often artificially curbed and restricted, and are lost prematurely by instilling knowledge rationality and technical rationality. Since kindergarten, the understanding of the theme of the story can only be based on the teacher's guidance and teaching, otherwise it will be immediately denied, even criticized and ridiculed. Few people listen carefully to how children feel and draw conclusions.
(3) Aesthetic education is life-oriented education.
The classical aesthetic education view of Tao Ye's theory mainly emphasizes the role of schools, while the educational places of modern aesthetic education are greatly expanded. It is a trinity of social aesthetic education, school aesthetic education and family aesthetic education, which runs through the whole process of life.
The starting point and destination of modern aesthetic education is the idea of people's all-round development. People's growth is a complete life process, and aesthetic education runs through every part of this process, every link and every level, and runs through people's whole life activities, which is very meaningful.
Modern educational institutions-schools focus on intellectual education, book knowledge and standardization. Of course, they have accumulated many useful experiences, which have been and are still promoting the progress of human civilization. But it also leads to the cultivation of being divorced from life and practice, emphasizing intellectual factors and ignoring non-intellectual factors. The existence of examination evaluation means is fair, but it is regarded as the only means to measure students. The so-called good and bad students are basically only one standard. The incident of "Liu Haiyang throwing sulfuric acid at bears" illustrates this problem from one side. A top student in knowledge learning, but a dwarf in the development of overall personality.
In today's era, as an era of aesthetic generalization, a large number of aesthetic phenomena are combined with daily life, and the boundary between them is disappearing. This tendency also has a great influence on this generation of teenagers who "grew up watching visual images".
Therefore, the content, process and place of aesthetic education should also be extended to observation, society, participation and evaluation of life practice. As a school aesthetic education, it should be a new node, and social aesthetic education, family aesthetic education and school aesthetic education should be integrated as far as possible, and various ways and means should be used to influence young people as much as possible in an emotional and lively form, not only attaching importance to the education of classic and elite artistic works. In the process of daily life activities, we should focus on the daily concerns of teenagers, advocate students to do it themselves, and cultivate students' observation ability, hands-on ability and thinking and analysis ability, so as to protect their perceptual ability and develop their innovative ability in practice, thus moving towards all-round development and perfection.