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教育的过程应该是一种悦耳悦目的愉悦的审美心理过程,它不但给人以认知而且给人以精神享受,思想政治课教育更是如此。如果思想政治课教学不注重审美教育,不仅学生,连教师自己也会感到枯燥乏味。审美教育就是在审美交往、审美创造中新的意义不断生成的过程,是主客体生命、心灵相互成长的过程。也就是说,审美教育主体与文本世界在主体间性不断同化顺应交互作用下产生了一轮又一轮的视野期待和视界融合。所以,审美教育实际上是审美主体在与文本的对话中,实现对世界、对人生存在方式的一种观照,一种自我生命意义的追寻和拷问。李泽厚曾在《意境杂谈》中说:"看齐白石的画,感到的不仅是草木鱼虫,而且是能唤起那种清新放浪的春天般的生活的快感和喜悦;听柴柯夫斯基的音乐,感到的也不只是交响乐,而是听到那种如托尔斯泰所说的‘俄罗斯的眼泪和
The process of education should be a pleasing and pleasing aesthetic psychological process. It not only gives people knowledge but also gives people spiritual enjoyment, especially in the education of ideological and political classes. If the teaching of ideological and political courses does not focus on aesthetic education, not only students but also teachers themselves will feel boring. Aesthetic education is the process of constantly generating new meanings in aesthetic communication and aesthetic creation. It is the process in which the life and mind of the subject and object grow together. That is to say, the subject of aesthetic education and the text world produce a round of vision and vision integration through the interaction of intersubjectivity and assimilation. Therefore, aesthetic education is actually a reflection of the way in which the aesthetic subject realizes the existence of the world and the way of life in dialogue with the text, a pursuit and torture of the meaning of life itself. Li Zehou once said in the “Artistic Conception”: “Seeing Qi Baishi’s paintings is not only a matter of arboreal insects, but also a pleasure and joy that can evoke that kind of refreshing spring-like life; listen to Tchaikovsky’s In music, I feel not only symphony, but hear the kind of Russian tears that Tolstoy said.