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基于社会趣味影响的中国高等艺术教育转向研究
中文摘要

在综观认知中国高等艺术教育社会面临自身与社会外在不断发生双重变迁的情况之后,如何进一步促进中国高等艺术教育的完善性发展成为了新的学科思考题。论文在艺术学理论学科的“艺术教育研究”视野观照中,从“艺术教育社会学”立场,发现和提出了用“社会趣味”这个社会“晴雨表”,专注性思考当下中国高等艺术教育发展中面临“转向”的问题。一是为寻求解决中国高等艺术教育的现实发展问题;二是力图建构起一种“社会趣味生成中国高等艺术教育转向策略”之反映与建构工作原理——认识论与方法论;三是力求探寻“中国高等艺术教育学科”深入发展的命题。研究以质性研究法、跨学科研究法、个案研究法、调查方位法、叙事研究法、案例研究法、比较研究法、观察法等研究方法,专注探究“中国高等艺术教育”在“社会趣味”影响中如何生成优效性“转向”发展的认识论与方法论。论文由七大部分构成。绪论,揭示和陈述了研究的缘由、价值、方法与主题内容结构体系。第一章,确立以社会趣味促进中国高等艺术教育转向的观念。着力讨论了提出的“当下中国高等艺术教育是否面临转向发展”的思考命题,并论析性回答了不仅需要转向,而且还应当确立基于“社会趣味”影响力生成“转向发展”的观念。这个基本的认识论和方法论,也是贯穿全篇研究的基本学理。社会趣味,是指特定社会时期被个人或群体追逐的喜好意义情感。中国高等艺术教育的转向,是指中国高等艺术教育因内外在社会因素变化而生成的积极性向好完善性变化。第二章,警惕负面社会趣味对高等艺术教育定位的破坏性影响。以“点生向论”引领专项性抓取和论析了中国社会中一些典型的负面社会趣味来思考促进中国高等艺术教育的转向与定位发展之学理与方法。比如:揭示和论析了确立艺术教育科技学方法、莅心调控论、社会与教育社会消解隐形回返论等系统性内容。第三章,依据财富趣味增强中国高等艺术教育社会资本的经济性。从当下社会的财富趣味入手,审视和论析了实现中国高等艺术教育资本的全盘运用和有效调控之策。并借鉴经济学的“关系资本”的相关原理寻求助益中国高等艺术教育资本的优化配置。提出建构高等艺术教育社会本体趣味之于高等艺术教育价值最大化的重要性和基本路径。第四章,增强中国高等艺术教育对社会趣味的建构责任。揭示和论析中国高等艺术教育应该发挥好对社会趣味形成与流变的建构作用、贡献对社会的担当,以及主张建构相关学理。第五章,观照社会趣味建构未来中国高等艺术教育图景。从系统的、更为广阔的视角提出中国高等艺术教育的转向,提出了“类主体高等艺术教育”的构想,“类主体高等艺术教育”是一种诉求类素养和艺术专业素养整合性培养的教育,期望培养主体性高扬、自我和谐、具有他者关怀意识的艺术专业人才。从目标导向、内容系统、方法系统三个维度进行了体系化构建探索。另外,提出了特色化的“位趣艺术教育观”。“位趣艺术教育观”是指教育主体体系性运用社会趣味调控艺术教育实施秩序与水平的主张。最后,结论。全文的核心结论观点为:首先,提出了处理和论析了以社会生发中国高等艺术教育变革性优效生长的“点生向论”,“点生向论”,是指关于引导主动寻求用一个点撬动固有存在生成更好生长空间的理论,并实在地寻找落实到从“社会趣味”这个立场点思考中国高等艺术教育。其一,社会趣味是高等艺术教育深化发展的新资本。其二,用社会趣味新视点优化和调控高等艺术教育自身结构因素及其与外部社会互动的观念,诉求实现人、艺术、社会三者需求的互动和平衡。其次,谋求基于社会趣味实施“类主体高等艺术教育”转向的体系化建构策略。提出了系列实践基于社会趣味的高等艺术教育转向的系统内容和技术路线。包括:其一,避免不良社会趣味对中国高等艺术教育社会的危害。提出以“莅心调控论”定位和建构中国高等艺术教育社会的良心和使命。所谓“莅心调控论”,是指通过自养和外养心灵重构个体和群体灵魂世界的调控理论。其二,优效发挥中国高等艺术教育资本的功能,提出并确立了中国高等艺术教育内社会“关系资本”的价值和运营策略。其三,促进中国高等艺术教育发挥建构良好社会趣味的职责。其四,提出了“7维”取向的中国高等艺术教育学“教育趣味原理认识论”。其五,建构“13论”中国高等艺术教育社会趣味范畴的中国高等艺术教育专题研究框架,等等。其六,提出“类主体高等艺术教育”的体系化建构策略。总之,该研究及其结论,对促进和完善中国高等艺术教育教学实践、拓展中国高等艺术教育的专项研究、特色化充权中国艺术学理论、促进艺术教育社会学的深化研究、拓展中国高等艺术教育学科研究视野、增强中国高等艺术教育社会责任、推动社会文明进步等都具有切实的理论意义和价值。 关键词:高等艺术教育;社会趣味;转向;点生向论;类主体高等艺术教育

英文摘要

After a comprehensive survey of the situation that China's higher art education is facing a double shift between itself and society, how to farther promote its perfect development has become a new discipline. In the perspective of the "Research on Art Education" of the subject of art theory, the paper finds and proposes the usage of "social taste" as the "barometer" of society from the standpoint of "art education sociology" to focus on the problem of "turning" faced with contemporary China's art education. As for the purposes of the paper, the first is to seek to solve the realistic problem of the development of China's higher art education; the second is to try to establish an epistemological and methodological approach that reflects and constructs the "turning strategy of China's higher art education driven by social taste". The third is to seek out the proposition that would deepen the developments of "China's higher art education subject". With the application of research methods such as qualitative research method, interdisciplinary research method, case study method, investigation orientation method, narrative research method, case study method, comparative research method and observation method, the paper focus on the exploration of the epistemology and methodology of how "China's higher art education" generate superiority and "shift" development under the influence of "social taste".The paper consists of seven parts. The introduction reveals and elaborates the reason, value, method, and subject content structure of the study. The first chapter establishes the concept of promoting the transformation of China's higher art education with social taste. And efforts were made to discuss the proposition that "whether China's current higher art education is facing the development of turning or not" and to analysis and give the answer that not only the higher art education need to turn, but also the concept of "turning development" based on the influence of "social taste" should be established. And this epistemology and methodology is also the basic theory throughout the entire study. Social taste refers to the feelings of affection that are pursued by individuals or groups during a particular period of society. The turning of China's higher art education refers to the improvement of China's higher art education due to changes in social factors both inside and outside. The second chapter is to elaborate the idea that vigilance should be maintained toward the destructive influence of negative social taste on the positioning of higher art education. The chapter takes the "Distinctive Aspects" as a guide to capture and analyze some typical negative social tastes in China's society to think about the theory and methods of promoting the turning and orientation development of higher art education in China. For example, it reveals and analyzes the systemic content of the establishment of science and technology methods of art education, the theory of regulation and control of the mind, the social and educational social dispelling invisible return theory, and so on. The third chapter illustrates the enhancement of economic efficiency of the social capital of China's higher art education based on the taste of wealth. Starting from the current social tastes of wealth, it examined and discussed the strategies for realizing the overall application and effective regulation of China's higher art education capital. With the application of relevant principles of "relational capital" of economics, it seeks help to optimize the allocation of China's higher art education capital and proposes the importance and basic path of maximizing the value of higher art education in constructing the social taste of higher art education. The fourth chapter is to strengthen the responsibility of China's higher art education in constructing social taste. And it reveals and analyzes the role that China's higher art education should play in the formation and evolution of social taste and the contribution to society, and advocates the establishment of related theories. Chapter 5 looks at social interests to build the future of China's higher art education. From a systematic and broader perspective, it reveals the turning of China's higher art education and the concept of "subjective higher art education". And it also systematically explores from the three dimensions of goal orientation, content system, and method system, and proposes the characteristic "study-art education concept". Finally, the conclusion. The core conclusions of the entire paper are as follows: First of all, it proposes to deal with and construct a "point-of-origin" theory of social growth and development of higher art education in China. It also seeks to implement the theories and strategies of thinking that China's higher art education call for constant turning development from the standpoint of "social interest". First, social interest is a new capital that deepens the development of higher art education. Second, the usage of the new viewpoint of social taste to optimize and regulate the structural factors of higher art education itself and the concept of interaction with external society is to seek to achieve the interaction and balance of the needs of people, art, and society. Second, it seeks to implement a systematized construction strategy based on social taste in the implementation of "subjective higher arts education". This paper proposes a series of systematic content and technical routes for the practice of advanced artistic education based on social taste. Include: First, to avoid the harm of bad social tastes on China's higher art education society. And this paper proposes to use the "Learner-Control Theory" to position and construct the conscience and mission of China's higher art education society. Second, the function of China's higher art education capital should be fully played, and it proposes and establishes the value and operation strategy of social "relational capital" within higher art education in China. Third, to promote China's higher art education to play a role in building a good social taste. Fourth, the "7-dimensional" orientation of China's Higher Art Pedagogy "Educational Interest Theory Epistemology" was proposed. Fifth, to construct the "13 Theory" framework for China's higher art education in the category of social interest in China's higher art education, etc. Sixth, it puts forward a systematic construction strategy of "classic higher art education". In short, the study and its conclusions are to promote and improve China's higher art education and teaching practice, expand special research on higher arts education in China, specialize in empowering Chinese art theories, promote deep research in sociology of art education, and expand China's higher arts education disciplines. Research perspectives, enhancement of social responsibility for higher arts education in China, and promotion of social and cultural progress all have practical theoretical significance and value. KEY WORDS: Higher art education; Social taste; Turn; Point-of-origin theory; Subjective higher art education

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