新时代乡村学校美育的文化价值、困境及突围之路

Cultural Value, Dilemmas and Breakthrough Paths of Aesthetic Education in Rural Schools in the New Era

摘要: 乡村学校美育深深根植于乡村地域文化土壤，是传承乡土文脉、培育时代新人的关键路径，展现出生活性、空间性、文化性与创造性的审美特质。乡村学校美育的文化价值表现在道德价值观的乡土塑造、地方性知识的文化传承、情感认同的文化建构以及文化创新发展的动力培育，四者相互交织彰显着鲜明的乡村文化立场、高度的乡村文化自觉意识以及独特的乡村文化价值取向。尽管乡村学校美育在文化传承与创新中具有重要价值，但在现代化与城市化的冲击下正面临着传统美育文化失语、乡土根脉断裂、审美体验破碎与资源配置失衡四大困境。这些困境不仅影响乡村学校美育质量的提升，更威胁到乡土文脉的延续与发展。因此，推进乡村学校美育发展需要重塑以乡土为底色的美育理念，建构融合乡土资源的课程体系，推动多元主体协同参与，提升教师美育素养，为乡村教育与文化复兴注入持久活力。

Abstract: Rooted deeply in the regional cultural soil of rural areas, aesthetic education in rural schools serves as a crucial pathway for inheriting rural cultural context and nurturing talents for the new era, embodying aesthetic characteristics of life-orientation, spatiality, culturality and creativity. Its cultural value is reflected in four interwoven aspects: the rural cultivation of moral values, the cultural inheritance of local knowledge, the cultural construction of emotional identity, and the cultivation of driving forces for cultural innovation and development. These aspects fully demonstrate a distinct rural cultural stance, a high sense of rural cultural consciousness, and a unique rural cultural value orientation. Despite its significant role in cultural inheritance and innovation, aesthetic education in rural schools is confronted with four major dilemmas under the impact of modernization and urbanization: the aphasia of traditional aesthetic education culture, the rupture of rural cultural roots, the fragmentation of aesthetic experience, and the imbalance of resource allocation. These dilemmas not only hinder the improvement of the quality of aesthetic education in rural schools, but also threaten the continuity and development of rural cultural context. Therefore, to promote the development of aesthetic education in rural schools, it is necessary to reshape the aesthetic education concept rooted in rural characteristics, construct a curriculum system integrating rural resources, promote collaborative participation of multiple stakeholders, and enhance teachers’ aesthetic education literacy, so as to inject lasting vitality into rural education and cultural rejuvenation.