智慧美育赋能乡村儿童成长——数字化家校社协同育人实践探究

Smart Aesthetic Education Empowerment for Rural Children’s Growth—A Practical Exploration of Digital Home-School-Community Collaborative Education

摘要: 国家出台相关意见，明确提出要补齐乡村美育现存短板，推动城乡美育均衡发展。不少乡村学校受客观条件约束，美育教师紧缺，课程资源跟不上现实需求，部分乡村儿童还面临亲情陪伴不足的困境，直接影响孩子审美素养与身心的同步发展。结合小学教育专业的学习，我立足于乡村小学真实教学现状，探讨数字化技术用于乡村美育的可行做法。文中结合云端资源库、线上情感陪伴、家校线上联动等现实案例，分析数字化家校社协同模式怎样助力乡村儿童成长。经过分析能够看到，借助数字化搭建智慧美育体系，可以把零散的美育资源转化为真实可操作的教学活动。乡村儿童在沉浸式美育活动之中，既提升审美感知，也可以疏导情绪，接受本土文化熏陶，兼顾美育的实用价值与人本关怀。希望本文的探讨，可以给乡村美育提质、家校社协同育人落地提供一点可参考的实践思路。

Abstract: The state has successively issued policy documents, clearly requiring to make up for the shortcomings of rural aesthetic education and promote the balanced development of urban-rural aesthetic education. Restricted by objective conditions, many rural schools are confronted with practical problems including the shortage of full-time aesthetic education teachers and insufficient curriculum resources. Some rural children suffer from the lack of family companionship, which hinders the coordinated improvement of children’s aesthetic literacy as well as physical and mental health. Based on the real teaching situations of rural primary schools and combined with the professional knowledge of primary education, this paper explores the practical path for digital technology to empower rural aesthetic education. With practical cases such as the construction of cloud-based aesthetic education resource database, online emotional support and digital home-school linkage, this paper analyzes the internal mechanism of digital home-school-community collaborative education model in facilitating rural children’s growth. The research shows that constructing a smart aesthetic education system with digital technology can convert fragmented aesthetic education resources into operable teaching and practical activities. In immersive aesthetic education practices, rural children can not only improve their aesthetic perception and realize emotional catharsis, but also get nurtured by local excellent culture, which gives consideration to both practical value and humanistic care of aesthetic education. It is expected that this research can provide referential practical thoughts for improving the quality of rural aesthetic education and implementing home-school-community collaborative education.