| 胡远远1，2，杜晓利2.对学生审美素养评价几个问题的探析[J].上海教育评估研究,2023,12(3):63-67 |
| 对学生审美素养评价几个问题的探析 |
| A Preliminary Analysis of the Evaluation of Students’ Aesthetic Literacy |
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| DOI： |
| 中文关键词: 美育 审美素养 教育评价 |
| 英文关键词:Aesthetic education Aesthetic literacy Education evaluation |
| 基金项目:国家社科基金一般课题“省级政府基础教育统筹的困境与优化路径研究”（BFA190061）；2022年郑州航院教育教学改革研究与实践项目“大学生审美与人文素养评价改革研究”（zzjy22-109）。 |
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| 全文下载次数: 2006 |
| 中文摘要: |
| 学生审美素养评价是衡量学校及政府美育工作的重要参考指标，但从实践来看，其体系尚待完善，标准缺乏共识，信度、效度不高。当前，迫切需要明晰学生审美素养评价的内涵、夯实评价的理论基础、探索理性评价测量感性美育的可行性。根据美育的独特规律和内在规定性，学生审美素养评价应坚持情感育人，坚持近距化、日常化、个体化、表象化的评价原则；将不同学科理论有机融合，构建美育评价理论体系，提升美育教师开展学生审美素养评价的能力。 |
| 英文摘要: |
| The evaluation of students’ aesthetic literacy is an important reference index to measure the aesthetic education of schools and governments, but its system needs to be improved, the standard lacks consensus, and its reliability and validity are not high. It is urgent to clarify the connotation of the evaluation of students’ aesthetic literacy, tamp the theoretical basis, and explore the feasibility of measuring perceptual aesthetic education with rational evaluation. According to the unique rules and inherent stipulation of aesthetic education, the evaluation of aesthetic literacy of students should adhere to the principle of emotional education, and adhere to the evaluation principle of proximity, routine, individuation and representation so as to construct the theory system of aesthetic education evaluation and improve the ability of teachers to evaluate students’ aesthetic literacy. |
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