The Role And Evaluation Of Aesthetic Distance In Chinese Education

Before new education in late Qing dynasty,traditional Chinese education which is featured with imperial examination system included literature,history and philosophy.It was an all-encompassing and encyclopedic approach.With invasion of western military and culture,China open his door to the world.Western advanced industry affected Chinese traditional culture to a great extent.New ideological revolution was brewing under these circumstance,leaded to the loss of traditional ideology and culture in which traditional Chinese education was embedded.Traditional morality was replaced by science and democracy.Traditional Chinese education began to evolve from general curriculum mode to branched curriculum mode.In this process,Chinese education isolated from other subjects as an independent subject.After immersion of New Culture Movement,Classics education and general education were gradually developed into language-specialized education.The historical process not only signified the important transformation from classic Chinese to vernacular,but also relied on people's efforts to construct a new Chinese education ideology specially including Ye Shengtao.When modern Chinese education was evolved from traditional Chinese education,aesthetic modernization played an important role on this process.From perspective of expressive forms,aesthetic modernization is classified as four aspect,such as language style,narrative form,time concept and aesthetic angle.From the perspective of theoretical modes,aesthetic modernization includes object-based epistemology,subject-based axiology,self-sufficiency-based formalism and acceptability-based reception theory.From the perspective of technical content,aesthetic modernization contains aesthetic standpoint,aesthetic horizon,and aesthetic distance and so on.It is usual to find out aesthetic regulation from the view of aesthetic distance in modern Chinese education.Aesthetic distance not only appears in the mode of “teaching with words”,but also appears in the mode of “teaching without words.” Its mechanism relies on the delivery of authors' experience and intention,sticking a responsive chord in the heart of the readers,and reaching the goals that readers make their cognition,emotion and purpose melted and experience spiritual pleasure.Aesthetic modernization complies with pragmatic language education.Benefited from the transformation from classic Chinese to vernacular,more and more people are able to use language to express their thought and emotion freely,and complete modern enlightenment.In this process,people not only experience the glamour of the language,but also realize the importance of the advanced aesthetics.People start to pick up on the beauty of pithy and functional language,and comprehend the beauty of knowledge and existence.Aesthetic modernization emphasizes the features of pragmatic language education which consist of simplicity and functionality,and pragmatic language education reversely pushes people's aesthetic standard to evolving from the appreciation of complexity to simplicity.Pragmatic language education is the premise of aesthetic modernization,and aesthetic modernization facilitates the development of pragmatic language education.The two things help each other forward.The feeling of beauty is directly included in Chinese education.The improvement of the aesthetic feeling in Chinese works is in the conformity with the philosophic pursuits of value.Students are naturally attracted by Chinese works when they experience the pleasure of reading these works.They not only get traditional Chinese knowledge,but also improve their core accomplishment,aesthetic standard,literacy appreciation ability.After New Curriculum reform,Chinese education is filled with aesthetic regulation.Aesthetic distance as one of them is hard to figure out because of its subconscious appearance.Aesthetic distance not only emphasizes proper temporal-spatial distance,but also includes the transcendence of temporal-spatial distance.In order to exert the aesthetic feeling of Chinese education,teachers should grasp the distance,produce proper aesthetic distance between students and teaching content,encourage students to transform their roles from the eager learners to the joyful learners.There are two kinds of methods which are mainly used to assess aesthetic distance,one is the subject-object analysis which is used to assess the appropriateness of aesthetic distance and the relationship between aesthetic distance and aesthetic feeling;the other is Kendall W coefficient method.