挫折审美模型建构功利化育人困境下班级日常美育的

挫折审美模型建构功利化育人困境下班级日常美育的

兰 芳

摘 要:在中小学教育场域中，工具理性叠加单一结果导向评价易导致青少年认知功利化，片面追逐外在成效、忽视内在成长。挫折审美培育能破除唯胜负、唯结果的认知偏差，借助可控逆境体验涵养学生心性，塑造健全人格，纾解这一教育困境。现有研究鲜有依托班级活动搭建层级化、可落地的挫折美育实施框架，为本研究探寻班级挫折美育路径留出创新空间。本文立足“五育”融合与美育浸润行动导向，针对美育逆境育人薄弱问题，构建融合挫折美育机制的“三阶三维”班级美育模型，搭建常态化隐性美育实施体系，推进班级“五育”融合落地，为中小学班主任开展日常美育、落实立德树人提供学理支撑与实践范式。

关键词:班主任管理;中小学美育;“五育”融合;审美素养

Construction of a Frustration-Aesthetic Model for Daily Aesthetic Education in Classunder the Utilitarian Education Dilemma

LAN Fang 

(Chongqing No.1 Secondary School, Chongqing 400030)

Abstract: In primary and secondary education, instrumental rationality and outcome-oriented evaluation fosterutilitarian cognition, driving students to prioritize external success over inner growth. Aesthetic education throughadversity can counter this by breaking win-loss and outcome-only biases through controlled adversity experiencesthat cultivate character. Yet few studies provide a hierarchical, practical framework for such education via classactivities. Grounded in the integration of the Five Educations and aesthetic immersion, the research constructs athree-stage, three-dimensional class aesthetic education model that incorporates adversity mechanisms. It establishesa regular implicit implementation system to advance integrated education at the class level, offering theoretical andpractical support for class teachers to carry out daily aesthetic education and moral cultivation.

Keywords: class teacher management; aesthetic education in primary and secondary schools; integration of moral,intellectual, physical, aesthetic and labor education; aesthetic literacy

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