On The Aesthetic Experience In Classroom Life

In the context of classroom life,aesthetic experience can release the vitality of the classroom,radiate the poetic wisdom of the classroom,and promote the all-round and harmonious development of students.However,the current situation of aesthetic experience in classroom life is not optimistic.This study gives pedagogical meaning to aesthetic experience,arguing that a class ‘filled' with aesthetic experiences is dynamic and self-purposeful,and that in such a classroom life,the teaching and learning process is inherently a process of aesthetic experience.Teachers and students are playing,experiencing and enjoying the life of the classroom,wrapped in a sense of wonder,engagement,understanding,coherence,growth and pleasure.In this process,the beauty of the teaching and learning experience dissolves the dullness,monotony and pain of learning,and the vitality of the classroom is released.In order to answer this question,the study takes two main approaches: firstly,theoretical research,which firstly clarifies the relationship between beauty or art and truth,using the ‘aesthetics of truth' as a theory,which provides a theoretical answer to the question of how aesthetic experience is generated in classroom teaching.This will provide theoretical preparation for answering the question of how aesthetic experience emerges in classroom teaching,and further clarify its connotation with reference to Dewey's theory of aesthetic experience;in this way,the study will clarify the uniqueness of aesthetic experience in the special realm of classroom life.The second is to use case studies to ‘revert' to the scene of classroom teaching practice and to explore the current situation and problems of aesthetic experience in the classroom,as well as the role of teaching in the process of children's aesthetic experience,by presenting the aesthetic experience in a specific classroom context ‘qualitatively'.The study explores the current situation,problems and the role of teachers' teaching in the development of children's aesthetic experiences and reflects on the logic behind them.The study begins with a discussion of the possibility of ‘restoration',emergence and enrichment of aesthetic experience in classroom life,as well as the logical starting point for clarification and exposition of the inherent human capacity for beauty in the lifeworld.This is the logical starting point from which the research needs to be clarified and discussed.Moving from the world of life in general to the world of classroom life,the research finds that in the current school or classroom life,children's aesthetic experience is in a state of ‘ongoing' disorientation,manifested in the monotony that obscures the experience of beauty;in the mechanics and rigidity that make aesthetic experience lost in the classroom.The ‘sugar-coated' formal and superficial ‘beauty'deviates from the aesthetic experience.The study is built around the subject,content and action elements of aesthetic experience in classroom life.The question of the subject of aesthetic experience,that is,the question of ‘who is experiencing',is also answered,as is the question of ‘how the subject exists' and ‘in what state'.Drawing on Schiller's metaphor of the ‘living image',the study argues that children exist as ‘living' images in the life of the classroom.‘Living' means fluid,free,open and vibrant,and is expressed in the following ways:‘playing',i.e.experiencing,‘teaching as a game',where the teacher and the students are fully engaged in ‘playing' in the classroom.Rhythm is the soul of art,and the rhythm of classroom teaching,which is undulating,dynamic and orderly,can capture the hearts of children and draw them deeply into the classroom,thus providing conditions for aesthetic experience;the interaction of classroom teaching opens up the space for beauty.The examination of the content of aesthetic experience in the classroom is in fact an answer to the question of ‘what the subject experiences,or what triggers children's aesthetic experience'.Firstly,meaning is a more original category than concepts,and meaning,with its richness and vividness,is the content or basic unit of aesthetic experience.Secondly,all disciplines are potentially aesthetic in nature and contain a wealth of aesthetic elements.Different disciplines represent different perspectives on the world of life.It is the entry of content rooted in the substance of the discipline into the world of the child that overcomes the problem of the superficiality of aesthetic experience.The action element of aesthetic experience seeks to answer the question of ‘how to experience'.In fact,when we use the notion of ‘aesthetic experience' we are implicitly saying that ‘to experience it physically and mentally' is the base for the production of aesthetic experience,and that enquiry itself is the means of aesthetic experience.Returning to the question of how the teacher's teaching triggers children's aesthetic experience,the research suggests that,firstly,‘teaching precedes the possession of teaching',which means that the teacher must first possess the aesthetic experience in order to evoke it in the pupils themselves.At the same time,teachers need to look beyond the ordinary and the habitual and open their eyes to the ‘beauty'.Secondly,teachers must open up their students' world of beauty with a vision of beauty.This means that teachers must look at education and teaching from a perspective of beauty,reversing their narrow view of knowledge and changing their technical approach to teaching.Finally,in the more concrete practice of classroom teaching,teachers and students will jointly construct aesthetic experiences in classroom life and live poetically in the world of classroom life.