当代视觉文化乱象下的中学审美教育干预路径研究——以重构湘美版七年级上册《自我塑造与表达》单元教学为例

A Study on the Intervention Approaches of Secondary School Aesthetic Education in the Context of Contemporary Visual Culture Anomalies—A Case Study of Reconstructing the Unit Teaching of “Self-Shaping and Expression” in the Seventh Grade First Semester of the Hunan Fine Arts Edition

摘要: 在图像泛滥、视觉文化日益复杂的当代社会，传统教材中“自我认识”相关主题的教学常陷入概念化学习以及技术训练的陈规，难以回应学生应对视觉幻象、建构健康自我认同的深层需求。在“立美”的理论视角下，以湘美版初中美术教材《自我塑造与表达》单元为原案，进行批判性审视与教学重构。提出“批判性介入、建构性转化、情感性体验”三大原则，构建“解构–辨析–创造”的三阶段教学模式，引导学生穿透视觉表象的迷障，在多元的审美标准中重新定位，并最终通过艺术实践表达“真实的自我”。为图像时代的美术教育提供一种兼具批判理性与审美建构价值的实践路径。

Abstract: In contemporary society, where images proliferate and visual culture grows increasingly complex, the teaching of themes related to “self-knowledge” in traditional textbooks often falls into the conventions of conceptual learning and technical training. This approach struggles to meet students’ deep-seated needs to navigate visual illusions and construct a healthy self-identity. From the dual theoretical perspectives of “establishing aesthetics,” this study critically examines and pedagogically reconstructs the unit “Self-Shaping and Expression” from the Hunan Fine Arts Edition middle school art textbook. It proposes three core principles—“critical engagement, constructive transformation, and emotional experience”—and develops a three-stage teaching model of “deconstruction-analysis-creation.” This model guides students to penetrate the veil of visual appearances, reposition themselves amidst diverse aesthetic standards, and ultimately express their “authentic selves” through artistic practice. The research aims to provide a practical pathway for art education in the age of images, one that integrates critical rationality with aesthetic constructive value.