【摘要】 美育是审美教育的简称，要想在德智体美劳五育并举的整体框架中理解审美教育的性质、功能与途径，最根本的一点就是准确把握“审美”的内涵。鲍姆嘉滕的感性认知科学与康德的审美判断力学说都表明，将“审美”理解为“审稿”“审案”那样的动宾词组是不懂外语词源的望文生义。充分利用汉语表达的特点与优势，可以将“审美”的内涵细分为“九感”,即感官、感性属性、感觉、感知、感受、感情、感想、感应和感悟等，它们之间互相促动，认知、反思、判断等理性因素也在这个动态过程中融合进来。审美教育就是以增强审美为核心的感性教育，其实施途径主要是自然审美和艺术审美。在生态文明建设时代，审美教育的落脚点是生态审美。更多还原

【Abstract】 To understand the nature, function and approach of aesthetic education in the overall framework of “simultaneous development of five education”, namely moral, intellectual, physical, aesthetic and labor, the most fundamental point is to accurately grasp the connotation of “aesthetic”. Both Baumgarten’s perceptual cognitive science and Kant’s theory of aesthetic judgment mechanics show that understanding “aesthetic” as verb object phrases such as “reviewing manuscripts” and “reviewing cases” is a literal way of interpretation. By making full use of the characteristics and advantages of Chinese expression, we can subdivide the connotation of aesthetic into “nine sense perceptions”, that is, sensory organs, perceptual attributes, feelings, perceptions, experience, affection, reflections, reaction and comprehension. They promote each other, and rational factors such as cognition, reflection and judgment are also integrated in this dynamic process. Aesthetic education is a kind of perceptual education with the enhancement of aesthetic as its core, and its implementation approaches are mainly natural aesthetic and artistic aesthetic. In the era of ecological civilization construction, the foothold of aesthetic education is ecological aesthetic.更多还原