未来编舞家审美文化中的情感因素:本质、形成指标、诊断实验结果

V. Horhol
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引用次数: 0

摘要

实验文章强调了 024 舞蹈编导专业大学生情感文化的本质、情感成分形成的指标(情感-审美敏感性、审美愉悦能力、人格的审美情感取向)、诊断方法(B. 多多诺夫 "情感取向 "测试问卷、B. 巴斯问卷、M. 罗基奇问卷、观察、小作品 "我的印象")及其结果。实验组(EG)和对照组(CG)中未来舞蹈编导审美文化情感成分的形成水平已经确定:实验组(EG)11.43%的学生和对照组(CG)14.71%的学生表现出较高水平;平均水平--分别为 22.86%和 23.53%;低水平--分别为 65.71%和 61.76%)。对未来舞蹈编导的个性情感取向进行了评定,如赞美型、歌颂型、享乐型、交流型、斗争型、审美型、浪漫型、利他型、获取型和可知论型。对学生的情感偏好空间进行了分析。通过这些分析,可以制定出高等院校未来舞蹈编导审美文化的形成策略:1)高等院校学生拥有丰富的情感领域,这是他们形成所学专业和个人素质的基础;2)审美情感在学生情感价值观的层次结构中具有中间性,因此,在审美发展的有利条件下,他们可以获得更高的地位,这与艺术专业的代表是一致的;3)人格的实践性和荣誉性取向在样本中占主导地位,目的是在实验工作中应用积极的方法和技术,以及基于以学生为中心的教学支持技术。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
EMOTIONAL COMPONENT OF FUTURE CHOREOGRAPHERS’ AESTHETIC CULTURE: ESSENCE, INDICATORS OF FORMATION, RESULTS OF THE DIAGNOSTIC EXPERIMENT
The experimental article highlights the essence of the emotional culture of students of higher education in the specialty 024 Choreography, indicators of the formation of its emotional component (emotional-aesthetic sensitivity, ability to aesthetic pleasure, the aesthetic emotional orientation of the personality), diagnostic methods (test questionnaire B. Dodonov “Emotional Orientation,” questionnaire by B. Bass, questionnaire by M. Rokych, included observation, mini-work “My impressions”) and its results. The levels of formation of the emotional component of the aesthetic culture of future choreographers in the experimental (EG) and control groups (CG) have been determined: a high level was demonstrated by 11.43% of the EG students and 14.71% of the CG; average – 22.86% and 23.53%, respectively; low – 65.71% and 61.76%). The rating of the emotional orientation of the personality in future choreographers is presented, such as praxic, gloristic, hedonistic, communicative, pugnacious, aesthetic, romantic, altruistic, acquisitive, and gnostic. The spaces of emotional preferences of students have been analyzed. It has made it possible to draw up a strategy for the formation of future choreographers’ aesthetic culture in a higher education institution: 1) students of higher education have a rich emotional sphere as a basis for the formation of the studied professional and personal quality in them; 2) aesthetic emotions have an intermediate character in the hierarchy of students’ emotional values, therefore, under favorable conditions of their aesthetic development, they can acquire a higher status, which corresponds to representatives of artistic professions; 3) the dominance in the sample of the practical and gloristic orientation of the personality aims at the application of active methods and techniques, pedagogical support technology based on the student-centered approach in experimental work.
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