摘 要
在乡村振兴战略背景下，乡村小学教育面临新的发展机遇与挑战。本研究聚焦新时代乡村小学教育中的生态美育实践，旨在探索符合乡村特色的美育实施路径。研究采用质性研究方法，通过实地调研、深度访谈和案例分析，对全国12所乡村小学的生态美育实践进行系统考察。研究发现，当前乡村小学在生态美育实践中存在课程体系不完善、师资力量薄弱、资源整合不足等问题。针对这些问题，本研究提出"在地化-融合式-协同性"三位一体的生态美育实践路径：首先，立足乡土文化资源开发特色课程；其次，构建学科融合的生态美育教学模式；最后，建立多方协同的育人机制。创新性地将生态文明理念融入美育实践，强调以自然为师、以生活为源的美育理念转变。
关键词：乡村小学教育；生态美育；在地化实践
Abstract
Under the background of rural revitalization strategy, rural primary school education is facing new development opportunities and challenges. This study focuses on the practice of ecological aesthetic education in rural primary education in the new era, and aims to explore the implementation path of aesthetic education in line with rural characteristics. Using the qualitative research method, through field research, in-depth interview and case analysis, the practice of ecological aesthetic education in 12 rural primary schools was systematically investigated. It is found that there are some problems in the practice of ecological aesthetic education, such as imperfect curriculum system, weak teachers and insufficient resource integration. In view of these problems, this study puts forward the practice path of ecological aesthetic education of "in localization, integration and synergy": first, develop characteristic courses based on local cultural resources; second, construct the ecological aesthetic education teaching mode of subject integration; finally, establish the multi-party cooperative education mechanism. It innovatively integrates the concept of ecological civilization into the practice of aesthetic education, emphasizing the transformation of the aesthetic education concept with nature as the teacher and life as the source.
Key words：Rural primary education; ecological aesthetic education; the practice in localization
目 录
摘要 1
Abstract 1
一、乡村小学生态美育的理论基础与实践意义 3
（一）生态美育的内涵与特征 3
（二）乡村小学实施生态美育的必要性 3
（三）生态美育对乡村儿童发展的影响 4
二、乡村小学生态美育的现状分析 4
（一）乡村小学生态美育的实施现状 4
（二）当前存在的主要问题与挑战 5
（三）制约因素的多维度分析 5
三、乡村小学生态美育的实践路径构建 6
（一）课程体系的本土化设计 6
（二）教学方法的创新与实践 6
（三）校园生态环境的优化策略 7
四、乡村小学生态美育的支持保障机制 7
（一）教师专业发展支持体系 7
（二）家校社协同育人机制 8
（三）政策支持与资源保障措施 8
五、结论 8
参考文献 10
致谢 11
