Rural aesthetics should better absorb local resources

Recently, there are media reports that a township central elementary school aesthetic education activity in Ningcheng County, Ningcheng County, Chifeng City, Inner Mongolia Autonomous Region has risen, causing social attention. Ni Shuli, a elementary school art teacher, led the children to create a huge paper -cut work "Map of Silk Road" with a 37 -meter -long paper -cutting work. This painting was originally a silk painting in the Ming Dynasty, but the teachers and students did not use paper -cutting to reproduce the vast landscape of the paintings, reproduce the humanistic weather of the thousands of years, and outline the 211 important geographical coordinates above the Wanli Silk Road. Essence

Such aesthetic education is not alone. In many county and rural schools across the country, it has shown a state of many places, showing the extension of the aesthetic education of rural schools towards regional culture and traditional art. This represents a new trend, a trend of combining rural aesthetics with local cultural resources. The aesthetic education practice of this school has gone out of a path suitable for its own characteristics. It has a strong characteristics that is suitable for place and appropriate because of the school. This has brought many inspiration to Chinese aesthetic education and aesthetic education in rural schools.

The first is to use the cultural resources of "local" to integrate local and local cultural resources into school education, forming a new type of school and surrounding villages communities. Now, in a sense, rural aesthetics has been expanding inward. It needs to be rooted in China's land and rooted in the traditional art form. During the process of turning inward, the lack of school aesthetic education teachers is universal. The practice in various places is to invite folk artists and cultural people in various places to become the "part -time teacher" of school aesthetic education. These part -time teachers' identity, the symbolic significance of their names and identities, is far greater than its inner economic orientation. In a sense, once the school has established a close connection with the non -heritage of the folk, in the future rural schools, its aesthetic education practice also acts as a medium effect of a recipient and heir to a folk culture.

The second is that in the turning of aesthetic education, miniaturized rural schools may become a new school -like state in the future. Rural education has some natural advantage. The countryside is the fertile soil of folk art, and its cultural resources are comparable and diverse non -cities. In the process of modernization, there is a single side of urban culture. Modernity destroys local and diversity, leaving the same consumer culture that sweeps everything, and the countryside still retains cultural diversity. Traditional folk art, still staying in the corner of the country in the countryside, still contains daily life, and is still affecting the lives of villagers. In the future development of schools, the local art is integrated into the aesthetic education of the school, and the traditional art form will establish a link between the school and the people, a cultural and historical connection. Only in this way can the aesthetic education practice of the countryside can have a root and soul, and can it be stable and far away.

Third, in the turn, the value of the aesthetic education in rural schools will face reconstruction. The banner of "five education" in rural education will float in rural schools, and will form a consensus among teachers and students to form an atmosphere. In some rural schools, there are situations that attach importance to the test scores and despise the aesthetic education, sports, and labor education. The value of aesthetic education has not been widely recognized. During a period of time, the phenomenon of being crowded and neglected from art, physical education, and labor classes. A school that lacks the beauty of sound, the campus will lack vitality and vitality.

Aesthetic education in rural schools needs to establish a system of internal and external balance. Therefore, in addition to seeking local resources inward, you also need to pay attention to the other direction -the vision of rural aesthetic education outside, a general vision to introduce the form of human art and culture. Especially in such an era of all things, the world has become smaller, and it provides a broad external space for Aesthetic education. In such a space, many excellent external art can extend from a distance to the eyes, extending rural schools on the edge of the world. Rural schools also need to use external intangible resources to maintain a worldwide vision. Rural aesthetics, it has a native side and the side of Yangchun Baixue.

In the foreseeable future, the trend of rural aesthetic education in China will expand inwardly and more rooted in China's land and culture. In school education, Aesthetic education is the most "practical" value, but it is precisely because of this that the formula shows its invisible value. It surpasses the value of daily instruments and becomes the "poem and distant place" in education, and is the "dance of spiritual spirit" in education. It cultivates a kind of life of children and a longing for a beautiful lifestyle. It is hidden, ubiquitous, and always, exert a long -lasting educational function.

(Author: Director of the Education Administration and Education and Research Department of the State Education Administrative College of Education)

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