aesthetic education and science
210381220
The Value and Function of Aesthetic Education in the Course of Professional Teaching in Science Engineering Universities
Wang Shi Xia
216755846
Research on the Nature of Science of Chinese Aesthetic Education
Zheng Yun Xu Linxiang
158286476
The Influence of Aesthetic Education on the Quality Education of Science and Technology University Students
Yaoxuan Shi
203454552
Science education and development of the aesthetic component
International Journal of research in Educational Sciences
Nahed Osama Mohamed
229541220
How to Carry out Aesthetic Education in Art Education
How to Carry out Aesthetic Education in Art Education Jianying Bian Introduction:Wuxi Vocational College of Science and Technology, Wuxi 214028, Jiangsu Province. E mail: bianjianying1@163.com Abstract: In recent years, aesthetic education has been gradually emphasized by higher education. Colleges and universities actively apply aesthetic education in the cultivation of various professional talents, and integrate aesthetic education through courses such as ideological and political education. With a view to enhancing the aesthetic consciousness and ability of higher talents. Art education is the most important and direct way of aesthetic education. Based on this, this paper analyzes the current problems of aesthetic education in colleges and universities, and mainly uses the application of aesthetic education in art teaching as an example to explore the effective ways and methods of aesthetic education.
Jianying Bian
218501208
Aesthetic Education in Theater Art Education
Paradigm is the biggest framework of difference in science. Lincoln and Guba (2000) define it as a system of basic assumptions, a worldview that directs research in determining the methodology and ontological framework. Paradigm restricts and extends objects, paradigm leads to the formulation of problems with ways of solving them. The practice of art education requires the theory of art education, because the theory of art education benefits, among others (1) as a guide to knowing the direction and objectives to be achieved (2) reducing errors in educational practices because by understanding which theories can be chosen and which should not be done and (3) as a benchmark to find out how far the success of education is. Education as a process of self help, in fact, something attempts to cultivate human beings with all their human qualities. The elaboration of the aspects of the theater includes text/play, plot (plot) characterization (characteristics or character) setting (setting) Keywords aesthetic, education, art, theater
Abd Razak Radhiah AH Giranti
156085786
The Humanistic Quality Education of Science and Engineering Colleges and Universities under the Perspective of Aesthetic Education
At present, in science and engineering colleges and universities in China, college students generally lack humanistic quality, which will directly affect the future competition of China. Thus we can start from the perspective of aesthetic education, and take aesthetic education as an opportunity to improve the college students' overall cultural quality in science and engineering colleges, and seek new effective ways and methods.
Chen Yuan-lon
209852267
Application of Modern Scientific and Technological Products in the Teaching of Aesthetic Education Courses in Colleges and Universities
With the rapid development of current science and technology, modern science and technology has penetrated into all fields of society and boosted the rapid development and progress of society in an all round way. Therefore, it is necessary to make full use of the functions of modern science and technological products so that they can really become the assistants to learning rather than the obstacles, and students should be guided to use scientific and technological products for learning, instead of being blindly prohibited and suppressed. Moreover, science and technology should be closely combined with education and teaching so as to solve all kinds of problems arising in the teaching of elective aesthetic courses in general education in colleges and universities, and to promote the development of more effective, diversified and scientific teaching methods, which is the development trend of the contemporary society. This paper will study the application of modern scientific and technological products in the teaching of aesthetic education courses in colleges and universities from three aspects of the functions and characteristics of modern science and technology products and their application in colleges and universities in China, the effectiveness of the application of modern scientific and technological products in the teaching of aesthetic education courses, and the utilization of modern science and technology products to advance the innovation and development of the teaching methods of aesthetic education courses.
Qingpeng Huang Chuanchuan Yang Yongpeng Cui
156366401
Aesthetic Education and the Innovation Capability of Science Engineering Graduate Students
The innovation capability is the core for the current graduate students' education.The weak innovation capability of the science and engineering graduate students is caused by the imperfect structure of their own quality to some extent.The synthetic quality and the professional quality should be unified,which is beneficial to train the innovation capability.The aesthetic education can improve the knowledge structure patterns of science and engineering graduate students effectively,intensify the formation of the cultural psychology unifying the reason and intuition.Therefore,the humanity quality should be strengthened in deciding the educational pattern and curriculum for the science and engineering graduate students.
Yang Jie
224973646
Beyond a Pragmatic Account of the Aesthetic in Science Education
This paper argues that pragmatist philosophies and theories of science, education and art have dominated our understanding of aesthetics in science education in ways that overshadow other important and pertinent aspects of aesthetic experience. For all its strengths, a pragmatist account of science education and aesthetics remains vulnerable to a kind of instrumentalism that reduces the objects, practices and persons in science education to mere beings the source and subject of a reductive objectification of experience. This paper proposes a counter balancing perspective that both respects and also adds to that offered by pragmatism. It does so with reference to Heidegger's ontological difference: the one side of which is concerned with pragmatic, scientific, reflective thinking and the other with a meditative and phenomenological way of thinking that draws out our unmediated experiences of the world. Moreover, it argues that the latter is accessible in science classrooms by approaching objects and practices as works of art.
Maurizio Toscano John Quay