义务教育阶段语文学科进阶式诗歌审美目标的建构

The Construction of Progressive Aesthetic Goals for Poetry to Enhance Core Literacy in Chinese Language

中文关键词:  核心素养；审美创造；学段要求；进阶式审美目标

英文关键词:core competency， aesthetic creativity， stage requirements， progressive aesthetic goals

中文摘要:

      《义务教育语文课程标准（2022 年版）》开创性地将“审美创造”作为核心素养总目标之一，而有关诗歌的学段审美目标却并未进行同步改进，存在明显的滞后性。针对此问题，文章在分析审美对象（诗歌）的审美特征及审美主体（学生）心智能力发展规律的基础上，本着两者协调共振的原则，提出设定进阶式审美目标的思路，并将之与义务教育的四个学段相耦合，最终以“诗形”“诗质”为两个横向维度，以“感性审美”“理性审美”“文化审美”“创造性审美”为四个纵向发展阶段，建构指向核心素养提升的进阶式诗歌学段审美目标体系，以期为新课标的完善提供参考。

英文摘要:

      The Chinese Curriculum Standard for Compulsory Education（2022 Edition） innovatively sets “aesthetic creativ? ity” as an important dimension of core literacy. However， the aesthetic objectives for poetry at different learning stages have not been updated synchronously， showing a significant lag. In response to these problems， this study analyzes the aesthetic character? istics of the object （poetry） and the cognitive development rules of the subject （students）， proposing a thought process for setting progressive aesthetic goals in coordination with these aspects. It aligns these goals with the four learning stages of compulsory edu? cation， constructing a system with “poetic form” and “poetic content” as horizontal dimensions and “sensory aesthetics”，“ratio? nal aesthetics”，“cultural aesthetics”， and “creative aesthetics” as four vertical development stages， and also constructing a pro? gressive aesthetic goal system for poetry learning in order to enhance core literacy. It aims to provide some references for improv? ing the new curriculum standards.