Теоретичні основи формування естетичної культури майбутнього вчителя образотворчого мистецтва

Abstract

У статті висвітлено зміст понять"естетична культура", "естетична культура особистості" та "естетична культура вчителя" крізь культурологічну й психолого-педагогічну призму. Розкрито й науково обґрунтовано теоретичні основи формування естетичної культури майбутнього вчителя образотворчого мистецтва, як важливої умови його професійного зростання; а також проаналізовано стан і визначено проблеми художньо-педагогічної освіти в контексті естетизації особистості.

В статье отражено содержание понятий "эстетическая культура", "эстетическая культура личности" и "эстетическая культура учителя" сквозь культурологическую и психолого-педагогическую призму. Раскрыты и научно обоснованы теоретические основы формирования эстетической культуры будущего учителя изобразительного искусства, как важного условия его профессионального роста; а также проанализировано состояние и определены проблемы художественно-педагогического образования в контексте эстетизации личности.

In the article maintenance of concepts" is reflected aesthetic culture", "aesthetic culture of personality" and "aesthetic culture of teacher" through a culturological and psychological, pedagogical prism. It is exposed and theoretical bases of forming of aesthetic culture of future teacher of fine art are scientifically reasonable, as an important condition him professional increase; and also the state is analysed and certain problems of artistically-pedagogical education in the context of aesthetic of personality The aesthetic culture of student of pedagogical university appears in formed of aesthetic attitude toward surrounding reality and creates possibilities for creative self-realization in the various types of educational. A researcher marks thus, that in the context of preparation of future teacher an aesthetic culture executes the row of functions: cognitive (cognition of the world wonderful), translator (maintenance and transmission of culture), normative (capture of aesthetic behavior norms), axiology (perception of culture as values), semiotic (specific language acquisition of culture), hedonistic (requirement in pleasure). The necessity of enriching of spiritually-aesthetic environment of future teacher of fine art envisages strengthening of his attention to such displays, as aesthetic perception and estimation of the phenomena of public life, development of professional art. Aesthetic culture she is the important constituent of general pedagogical culture of teacher apt at valuable perception and understanding wonderful in an art and reality. Accordingly, there must be peculiar basic internalss of the esthetically-developed personality the modern teacher of fine art. He must be able to use own aesthetic potential, values, ideals in all spheres of pedagogical activity, that will allow to him to transform for a teacher-artist able to profess interest to wonderful in surrounding life and art and to bring up an aesthetic culture for students.