BILINGUAL ］健身气功教学审美体验范式鉴析 ［-国际健身气功
Analysis on Aesthetic Experience Paradigm of Health Qigong Teaching
随着健身气功教学活动的深入与教学质量的提高，有关健身气功教学范式的探讨取得新进展。其中，以审美体验为教学范式的观点，受到越来越多的健身气功社会体育指导员与习练者的推崇。简言之，健身气功教学审美体验范式，使处于教学过程中的教员与学员把习练功法经验积累上升为自身的生命体验，其教学效果之显著是不言而喻的。对此，有必要进行深入研究。
New progress is achieved in the exploration of teaching paradigm of Health Qigong as more teaching activities of Health Qigong are conducted and teaching quality is improved. Of them, the concept of taking aesthetic experience as teaching paradigm is approved by more and more social sports instructors and exercisers. In short, the aesthetic experience paradigm of Health Qigong teaching allows both instructors and exercisers in teaching process to upgrade the experience accumulation of exercise methods into their own life experience. Such teaching effect is self-evident. Therefore, it is necessary to carry out further research.
一、健身气功教学中审美体验的作用
I. Function of aesthetic experience in Health Qigong teaching
健身气功教学过程中的审美体验，是以美感心理的建构和展开为目的，并在意念的瞬间生成而又始终是发生在习练者个体生命的过程中，令人震撼而又难以言说。这种所谓的生命体验，是指健身气功教学最根本的目的就是培养习练者不断地领悟天地人和的意义和人本身健康存在的意义。体验就是人对生命意义的把握。人的生命既是有形的自然******的存在，也以人生的精神鲜活和丰富程度来衡量，更是调控气息保持生命活力的体验过程。由此而言，健身气功教学过程中的审美体验在于感悟人的生命健康的意义。也就是说，健身气功教学的原动力就是要使参与者明白：人不但活着，还要活的健康，而且要掌握如何才能健康地活着的方法。这种体验以生命为前提，它直接将健身气功融入自己的生命意识之中，使自己、社会、他人、自我作为一种整体，用自己的整个生命去参悟和体会；它超越时间的限制，将过去、未来、现在集于一瞬，使个体的精神敞放开去拥抱健身气功，让生命处于三调合一的运动状态之中。
Aesthetic experience in Health Qigong teaching aims at construction and development of aesthetic psychology. It occurs at the wink of idea, but always remains in the individual life of exercisers, convulsed but unexplainable. The so-called life experience refers to that the fundamental purpose of Health Qigong teaching is to train exercisers to constantly perceive the significance of harmony between nature and human beings and the importance of a healthy life. Experience is rightly human’s understanding on the significance of life. The life of human beings is not only tangible natural corporal existence but also weighed by vividness and colorfulness of spirit. It is more an experience process of regulating breathing to preserve the vitality of life. Therefore, the key of aesthetic experience in Health Qigong teaching lies in perceiving the significance of a healthy life. In other words, the driving force of Health Qigong teaching is to make participants understand that human beings shall not only live but also live healthily and they shall master the method for living healthily. Such experience is based on the precondition of existence of life. It merges Health Qigong into the consciousness of their own life directly, makes the self, society, others and ego one unity, makes them to experience and perceive using one’s whole life. It surpasses the limitation of time, integrates past, future and present into an instant, makes the spirit of an individual to embrace Health Qigong and let his life stay in the motion state of combination of regulations of body, breath and mind.
健身气功教学不外乎经验传授与自身体验。一般来说，人的经验和体验是两个既相区别又相联系的概念。经验常指客观世界在人的头脑中留下的印象或形成的知识。它是人类或个体通过实践，在生产劳动和社会生活中逐步积累起来的知识，具有历史积淀性；它是人们在社会实践活动中经过反复论证、筛选、使用，被证明有效的知识，具有普遍性；它是人们通过不同形式的教育活动由上一代传授给下一代的知识，具有传承性。因此，它是相对凝固和静止的知识。相对于初学健身气功的习练者来说，这种经验似的教学范式是必要的，也是必须的一个过程。体验则是以经验为基础，对经验的一种升华和超越。体验是以习练者为主体的所积累的经验内容为对象的，并对经验带有感情色彩的回味、反刍、体味。它是一种生命活动形态，是习练者个体在当下对功法功理的一种悟解、领会、观照、神思状态，是一种高度澄明的心灵境界。健身气功教学中的审美体验具有主动性、创造性和过程性。其一，它是一种注入了生命意识的经验。在体验世界中，一切客体都是生命化的朱玟晞 ，都充满着生命的意蕴和情调，它将前人习练气功的经验与活生生的自我生命联系在一起，从社会和习练者需要出发，从习练者对以往的生活积累和生命感受出发，去领悟和揭示健身养生的意义和生命的意蕴。其二，体验是一种激活了的知识经验。体验是习练者的心灵与功法发生联系的一个张力场。在精、气、神融入功法功理的过程中，通过悟解、想像、移情、神思等多种心理因素的交融、碰撞、互汇，使相对凝固和静态的前人练功的知识经验在习练者心灵中激活、催化起来，产生出更强烈、更深刻、更高妙的生命活力。这种体验可能是瞬间产生的压倒一切的敬畏情绪，也可能是稍纵即逝的极强烈的幸福感。其三，体验是一种内化了的知识经验。健身气功教学中的审美体验过程，实际上是健身气功功法功理和习练者自我生命存在状态，向心灵内部展开和演讲的过程，也就是通过生命活动中的感受、理解、领悟、欣赏的活动，对自身掌握的知识经验进行再发现、再加工、再创造，生成更为深刻的和个体生命融为一体的神韵。其四，体验是一种个性化了的知识经验。在平时的推广教学过程中，因为条件与动因所限，强调得更多的是知识经验的普遍接受和共同感受。而在健身气功教学审美体验的过程中则直指习练者个体心灵，引起心灵的震撼，激发对练功意义的深刻领悟赵晨飞 。由于习练者对功法功理的理解、解释、欣赏受到自身的经历、情感、气质等影响，而成为习练者独特的心理内容，体验的个性特征便得到了充分体现。
Health Qigong teaching includes impartation of acquired knowledge and skills and experience by oneself. Generally speaking, people’s acquired knowledge and skills and experience are two concepts that differ from each other but associate with each other. Acquired knowledge and skills refers to the impression or knowledge retained in people’s mind developed from the objective world. It is the knowledge that is gradually accumulated by human beings or individuals through practice in productive labor and social life. It is historical accumulation. It is the knowledge that proves to be effective after repeated argumentations, screening and application by people in social practices and activities. It is universal. It is the knowledge that is imparted from last generation to the next generation through educational activities in various forms. It is inheritable. Therefore, it is the knowledge that is relatively stable and static. For those beginners of Health Qigong, this acquired knowledge and skills oriented teaching paradigm is not only necessary but also inevitable. Experience is based on acquired knowledge and skills, but it is an enhancement and transcendence of acquired knowledge and skills. Experience has the content of acquired knowledge and skills accumulated by the subject exercisers as the object to conduct re-tasting, rumination and appreciation of such acquired knowledge and skills with emotional colorings. As one form of life activity巨型马陆 , it is the current understanding, perception, enlightenment and contemplation of exercisers on exercise methods. It is a highly transparent spiritual state. The aesthetic experience in Health Qigong teaching is active, creative and process-oriented. Firstly, it is the acquired knowledge and skills with life consciousness. In the world of experience, all the objects are alive. All is alive with the significance and color of life. It associates the knowledge and skills obtained by predecessors in exercising Qigong with the authentic life of one’s own together, perceiving and revealing the significance of body building and health preservation and the meaning of life from the needs of society and exercisers as well as exercisers’ previous life accumulation and life experience. Secondly, experience is activated knowledge and skills acquired. Experience is a tension field in which souls of exercisers are associated with exercise method. During the process of blending essence, breath and mind into exercise method, through the merging, collision and convergence of several psychological factors such as perception, imagination, empathy and thought, the relatively stable and static knowledge and skills of predecessors obtained from exercises are activated and awakened in the souls of exercisers and generate a much stronger, more profound and amazing vitality. This kind of experience can be overwhelming awe generated in a wink or transient sense of happiness. Thirdly, experience is internalized knowledge and acquired skills. The aesthetic experience process in Health Qigong teaching is actually a process in which the exercise method of Health Qigong and the existence state of exercisers spread over inside their souls and conduct a dialogue there, i.e., it is a process in which exercisers recover, reprocess and recreate the acquired knowledge and acquired skills obtained by them through such life activities as understanding, perceiving and appreciating to generate a more profound romantic charm that individual life is integrated. Fourthly, experience is individualized knowledge and acquired skills. In the promotion and teaching in usual time, what is stressed more is the widespread acceptance and common perception of knowledge and acquired skills due to limitation of conditions and motivation. While in the aesthetic experience process in Health Qigong teaching, it directly targets at the souls of exercisers, evokes an echo their souls and inspires them to fully perceive the significance of exercises. Since exercisers’ understanding, interpretation and appreciation of exercise method is affected by their own experiences, emotion, temperament, etc., they become the unique psychological content of exercisers. The individual characteristics of experience are thus fully reflected.
体验以认识为基础，是对认识的一种升华和超越。在以往的健身气功教学活动中，关注教学过程的传承性、仿效性和从师性，是无可厚非的。健身气功教学过程的审美建构则认为教学过程既是一个特殊的认识过程，也是个体独特的生命体验过程。首先，教学过程中所呈现的功法要领不单纯是施教者与受教者之间的中介物，而是作为施教者、受教者相互交流和情感沟通的平台。教学双方与功法必然融为一体，形成一种自然的教学情境。
Based on recognition, experience is an enhancement and transcendence of recognition. It is indisputable to focus on the inheriting, imitating and following property of teaching process in previous Health Qigong teaching. The aesthetic construction in Health Qigong teaching holds that teaching process is both a special recognition process and a unique life experience process of an individual. Firstly, essentials of exercise methods presented during the teaching process are not only the intermediary between educator and the educated but also the platform for mutual communication and emotional communication between the educator and the educated. Both teachers and students are sure to merge into exercise method and develop into a natural teaching scene.
健身气功教学中的审美体验过程也是对人的自我生命的一种升华和超越。这一教学过程最本质的目的应是充分关注习练者的体验能力，关注习练者身心健康的全面发展。可见，习练者的体验在人的生命存在、自我生命的升华以及自我的精气神中具有十分重要的意义。如马克思所说：“人不仅在思维中，而且以全部感觉在对象世界中肯定自己。”在健身气功教学中强调培养习练者的体验能力，强调教学过程本身的审美化，使习练功法成为习练者自身的一种需要，使健身气功锻炼过程成为一种愉悦，是合乎教学过程本身发展方向的，也是合乎人性自我完善的发展方向的。
The aesthetic experience process in Health Qigong teaching is a kind of enhancement and transcendence of life achieved by human beings. The most fundamental purpose of such teaching process shall be attaching more attention to the experience ability of exercisers and the overall development of exercisers’ physical and mental health. Therefore, the experience of exercisers holds vital importance for existence of life, enhancement of life, and essence, breath and mind of an individual. As is said by Karl Marx, “People not only affirm themselves in thinking but also affirm themselves in object world with all sensations.” Emphasizing the development of experience ability of exercisers and the aesthetic process of teaching process during Health Qigong teaching, making exercising become needs for exercisers and making exercise process a pleasure is in line with the development direction of teaching process and the development direction of self improvement in human nature.
二、健身气功教学中审美体验的特征
II. Characteristics of aesthetic experience in Health Qigong teaching
健身气功教学审美体验是一个复杂的心理活动过程。本文着重谈一谈比较难以理解的会心和畅神这两种精神状态。
Aesthetic experience in Health Qigong teaching is a complicated psychological activity process. This thesis focuses on discussing two difficult mental statuses, namely: “perceiving others’ mind via minor hints” and “free imagination”.
健身气功教学审美体验过程中的会心，是审美过程发生在健身气功教学活动中的现实体验，并不神秘。常言道，心领神会，会心一笑，心有灵犀一点通，说的就是对于所感觉到的东西心有所感，意有所动。这种心意层面上的审美体验就是会心。会心，是健身气功教学审美体验过程中的一种境界。这种心意层面的会心，标志着健身气功教学审美体验进入神意活动。第一，从健身气功功法方面说，它的形式和结构所体现的存在，传达了一种活跃的生命力。人们常说，山含笑，水含情，风在呜咽，云在流连等，无非是说山水富有活力，显得生机勃勃。在这些景象之中，人读懂了天地的心。同样，健身气功教学在会心这一层面上，更是施教者与受教者对功法的一招一式发生了心灵共鸣。第二，从施教者与受教者来说，他们的情感和想象运动把健身气功具体功法都变成了心灵跃动的符号。亦如“晴空一鹤排云上，便引诗情到碧霄”。这种情感的运动模式形成了一种异质的同构。健身气功教学审美体验过程中施教者与受教者在面对功法时界限完全消失了，双方的神意在功法意蕴中交融且获得愉快。会心，既是对健身气功功法生命力的认知，又是教学双方情感的投射。这个过程不只是健身气功单方面对习练者心灵的感动，也不只是习练者向功法的单向移情，而是习练者和健身气功功法的互相对答与心灵共振。所以说，会心是习练者的心灵对健身气功功法生命力的深刻认知。这种练功状态与功法运动节奏、与阴阳易变韵律的契合，就是对功法本质的认知，就是对功法生命的妙悟。它意味着用全身心的投入去感悟功法的深度；它意味着情感的移入，情感的交流，达到心物合一，应和共鸣的境界。不论从那一方面看，会心就是习练者与功法之间的双向交流，是习练者心灵对功法生命的深刻认知。
The “perceiving others’ minds via minor hints” in aesthetic experience of Health Qigong teaching is a real experience of aesthetic experience occurring in Health Qigong teaching activity. It is, by no mean灰虎网 , mysterious. As several popular sayings goes, “knowing others’ intentions through minor hints”, “smiling for knowing inner thoughts of others without any utterance” and “soul-to-soul understanding”, etc. All conveys the meaning that for the things perceived, people’s heart is touched and emotion is affected. The aesthetic experience at the level of mind and ideation is the so-called “perceiving other’s minds via minor hints”. “Perceiving other’s mind via minor hints” is one kind of state in aesthetic experience of Health Qigong teaching. This “Perceiving other’s mind via minor hints” at the level of mind and ideation signifies that the aesthetic experience of Health Qigong teaching enters the stage of activity of mind and ideas. Firstly, from the point of view of exercise method of Health Qigong, the existence reflected by its form and structure represents a vigorous vitality. People often say, the mountain laughs, the river is sentimental, the wind sobs, the cloud is unwilling to part, etc. All is to express that the mountain and the river are alive, full of vigor. Amidst these scenes, people read through the mind of nature. Similarly, Health Qigong teaching evokes a strong echo in the educator and the educated in every gesture and motion of the exercise at the level of “perceiving other’s minds via minor hints”. Secondly, from the perspective of the educator and the educated, their emotion and imagination convert the specific exercises of Health Qigong into the symbol of a pounding soul. As is also shown in the poetry “a crane plunges into the bright sky and soars high together with the cloud, then the mood of the poet is led into the sky too”. The motion model of such sentiment forms a heterogeneous isomorphism. During the aesthetic experience of Health Qigong teaching, the dividing line between the educator and the educated vanishes completely before the exercise method. Their minds and thoughts mingle in the implication of exercise methods and both of them obtain a pleasant mood. “Perceiving other’s minds via minor hints” is both the recognition of vitality of exercise method of Health Qigong and the reflection of emotions of both the teacher and the students. This process is not only the moving on the souls of exercisers from Health Qigong, the one-way empathy from exercisers to exercise method, but also the mutual dialogue and sympathetic resonance between exercisers and exercise method of Health Qigong. Therefore, “perceiving other’s minds via minor hints” is the profound recognition of exercisers’ souls on the vitality of exercise method of Health Qigong. The coherence between exercise state, exercise tempo and law of changes in yin and yang, is the recognition of the nature of exercise method and the perception of the vitality of exercise method. It means the depth of perceiving the exercise method whole-heartedly; it means the input of emotion, emotional communication, unity of mind and matter and the state of echo in men of similar interest. Seeing from whatever aspect, “perceiving other’s minds via minor hints” is the bidirectional communication between exercisers and exercise method, and the profound recognition of souls of exercisers on the vitality of exercise method.
健身气功教学审美体验过程中的畅神。畅神，这个词语在中国的六朝时代非常流行，它表示人对自然的审美达到了相当高的阶段。那么，畅神究竟这是一种什么样的精神状态呢？简单说，是习练者因精神意志的通达、舒展和生长而感受到愉快。所以，畅神是健身气功教学审美体验的又一种境界。即神志的愉悦。这种神志层面上的愉悦，应该强调两点：首先，它意味着主体精神意志的通畅；其次，它意味着主体精神意志的提升。
“Refreshing” in aesthetic experience of Health Qigong. “Refreshing”, the phrase was very popular in the period of Six Dynasties in Chinese history. It suggests that people’s aesthetic process towards nature becomes highly developed. Then, what kind of mental state is “refreshing” on earth? To put it short, it refers to that exercisers feel pleasant due to the fact their mind and will are unblocked, stretched and developed. Therefore, “refreshing” is another state in aesthetic experience of Health Qigong teaching. That is, pleasant mood. For such pleasure at the level of spirit and mind, two points shall be emphasized: firstly, it refers to the delight in the spirit and mind of the subject; secondly, it refers to the enhancement of the spirit and mind of the subjects.
先说通畅感：为什么会有这种通畅感呢？这是由于习练者的生命与健身气功的生命在交互作用中达到了契合的境界。从健身气功方面说，它在审美体验中已经渗透了习练者的情感，因而健身气功的自然景象就具有了习练者的生命情调。从习练者方面说，在审美体验中习练者已经感悟到了健身气功的深刻本质，默然觉察出功法内在节奏，因而习练者通过想象活动把健身气功变成了心灵的符号。因而，健身气功的所有技术要领也就变的平淡极了双面少女 ，也自由极了，通畅极了，此时，心灵与功法、人与天地之间的契合也深刻极了。这种由审美体验带来的通畅感，就是审美对自由的体验，也就是对必然的认识。
Firstly, let us see the “sense of unblocking”: Why will this kind of “sense of unblocking” occur? This is a state occurred when a coherence is reached during the reaction between life of exercisers and the life of Health Qigong. From the aspect of Health Qigong, it betrays the emotion of exercisers in aesthetic experience. Therefore, the natural situation of Health Qigong assumes the tone of life of exercisers. From the aspect of exercisers, the exercisers have already perceived the profound nature of Health Qigong and silently noticed the internal tempo of exercise method during the aesthetic experience process. As a result, the exercisers convert Health Qigong into the symbol of soul via imaginations. Therefore, all the technical essentials of Health Qigong become insipid, free and unblocked, accordingly. At this moment, the coherence between soul and exercise method飞跃长生 , human and nature also become extremely profound. The “sense of unblocking” brought about through such aesthetic experience is the experience on freedom by aesthetic activity and the recognition of certainty.
再说提升感：健身气功教学审美体验是自我实现的一种形式。自我实现是人的多种需要之中的高级需要。健身气功教学审美体验更多地是对自我价值与意义的领悟，是象征性的自我实现。健身气功的动作带给习练者一种自我实现一种强度体验，一种舒缓柔和的幸福感，使习练者的精神意志仿佛一下子被提升到了尽善尽美的高度。审美体验所领悟到的自我提高价值，也就意味着精神意志的提升，蒋申 这就是畅神。也就是说，畅神是神志层面上的审美体验，意味着人因为主体精神意志的通畅和提升而获得的快乐。
Secondly, “sense of enhancement”: The aesthetic experience in Health Qigong teaching is one form of self-realization. Self-realization is a senior need among many needs of human beings. The aesthetic experience of Health Qigong is more the perception of value and significance of the self. It is an emblematic self-realization. The movements of Health Qigong bring exercisers strong experience of self-realization and a soothing and comfortable sense of happiness, making the spirit and mind of exercisers raised to a perfect height suddenly. The enhancement of self-value perceived through aesthetic experience also means the enhancement of spirit and will. This is “refreshing”. In other words碎丹青, “refreshing” is the aesthetic experience at the level of spirit and mind, referring to the delight obtained by people through the unblocking and enhancement of the dominant spirit and mind.
所以，会心与畅神这两种发生在审美体验中的精神状态各有侧重：会心，表现为心意层面，是习练者的心灵通过直觉对健身气功生命的深刻把握；畅神，表现为神志层面，意味着习练者因精神意志的通畅和提升而获得的快乐。但无论是前者，还是后者，都是发生在习练健身气功时的心理事实，任何把它们神秘化的做法都是不可取的。
Therefore, the two mental statuses occurring in aesthetic experience, “perceiving others’ mind via minor hints” and “refreshing” each have their own focuses: “perceiving others’ mind via minor hints”, is reflected at the level of mind and ideation, it is the profound mastering of the vitality of Health Qigong by the souls of exercisers via their intuition; “refreshing”, is reflected at the level of spirit and mind, referring to the delight obtained by exercisers through unblocking and enhancement of their mind and will. However, both the former and the latter are psychological facts occurring when exercising Health Qigong. Any practice that mystifies them is inadvisable.
三、健身气功教学中审美体验的程序
III. The procedure of aesthetic experience in Health Qigong teaching
健身气功教学审美体验过程，也设计了自己的教学程序，这种教学程序和审美模式的培养目标是相一致的。这种程序既是一种时间序列，也是一种能力培养序列，也可以看作是一种心理活动序列，但必须明确，它是以人的生命体验为核心。这种序列可以划分为五个阶段。
For the process of aesthetic experience in Health Qigong teaching, its own teaching procedure is also designed. The training objectives of this teaching procedure and aesthetic mode are consistent. This procedure is a time sequence, ability training sequence and also a sequence of psychological activities. However, it must be made clear that it takes the life experience of human beings as the core. This sequence can also be divided into five stages.
入境入神。
“Wholly concentrated”.
健身气功教学活动是在一定的教学情景和空间里发生的。教学情景是教学双方有目的、有计划地设计选择或构建创造的适合于活动主体、教学目的、教学内容的物质环境、心理环境和教学氛围。教学活动的成效取决于教学双方与教学情景相互作用的性质。因此，如何使教学双方与教学情境融为一体，对整个学习过程产生浓厚的兴趣，体验教育情境中蕴含着的生命意义，是教学活动的起点。在这个过程中，一是要设计和布置优美宜人的环境；二是要创设一种澄明敞放的心境。使教学双方以情入境，用一种开放的心态接纳万物，包容世界；三是要营造一种自然幽深的意境。在教学过程中创造虚实相生的教学氛围，使教学内容和各种教学媒体中含蓄、潜在的形象浮动于脑，生发于心。
The teaching activities of Health Qigong occur in certain teaching scene and space. The teaching scene refers to the material environment, psychological environment and teaching atmosphere that are designed, chosen, or constructed by both the educator and the educated based on certain plan out of certain purpose to serve for activity subject, teaching purpose and teaching content. The effect of the teaching activity depends on the nature of the reaction between both the educator and the educated and the teaching scene. Therefore, the method to make both the educator and the educated merge into the teaching scene, have strong interest in the whole learning process and experience the significance of life implied in teaching scene is the starting point of a teaching activity. In this process, the first thing is to design and arrange an elegant and pleasant environment; the second thing is to create a transparent and broad mental status, to make both the educator and the educated enter the scene with emotion and accept all things with a broad mind and tolerate the world; the third thing is to create a natural and quiet scene. It is advised to create, during the teaching process, a teaching atmosphere in which the real and the virtual are combined together, so as to make the concealed and potential images in teaching content and various teaching media appear on the minds of the educated.
明心会意。
“Seeing through others’ minds and perceiving their intentions”.
健身气功教学中的明心会意，是习练者在教学过程中对所学内容的一种领悟或体验。习练者结合自己的人生体验，从教学内容所传达的本来含意中，达到对某种人生、生命的理解。习练者是在领会过程中把握存在的意蕴的。所谓明心，就是在教学过程中的领会，是施教者抓住受教者的神与功法对接的契机，引导受教者把已有经验和书本知识相联系，进行思维加工，理解功法的本意，明确基本的概念、原则和方法，把握健身气功的本质和规律。所谓会意，就是在人和环境相互作用的过程中，人脑中产生的一种悟解活动。在教学过程中，即通过以教学内容为中介的施教者与受教者的相互作用，把握功法的直接意蕴和情感特征，进行理解和解释，由认识的过程向审美的过程迈进。
“Seeing through others’ minds and perceiving their intentions” in Health Qigong teaching refers to the perception or experience of the content learned by exercisers during teaching process. The exercisers understand certain life from the meaning conveyed via teaching content with their own life experience taken into consideration. The exercisers master the significance of existence in the process of perception. The so-called “seeing through others’ minds” refers to the perception during teaching process. It is the rare chance for the educator to merge the mind of the educated into exercise method, so as to guide the educated to associate the acquired experience with the knowledge on books, conduct thinking processing, understand the original meaning of exercise method, make clear the basic concepts, principles and methods and master the nature and law of Health Qigong. The so-called “perceiving others intentions” refers to a perception activity occurring on human mind during the reaction of human and the environment. During the teaching process, it refers to mastering the direct meaning and emotional characteristics of exercise method to understand and interpret and proceeding from recognition process to aesthetic process through reaction between the educator and the educated with teaching content as the intermediary.
这种明心会意的过程是一种悟道的过程。其一、它是一种渗透在知觉中的感悟。在这个过程中，古代先哲积累的知识经验，以一种适合受教者认知的方式重新组合呈现出来，使受教者在需求中进行理解和接受，形成某种新的结构。这个过程愈是主动，愈是积极的相互作用，其感悟的水平就愈高。其二、它是一种渗透在想像中的领悟。受教者在对健身气功的理解和接受过程中，都有一种 “仁者见仁，智者见智”的现象。这种现象是受教者在原有的生活经验和心理背景上，各取所需，各有所爱。健身气功教学审美体验就是要激发各种想象鲜活地跃动。其三、它是一种渗透在情感中的体悟，它要求教学双方在审美体验教学过程中，将自己对教学内容、意境中的情感体验与自身的生命体验、感情活动紧密地融为一体，以自身的情感融入功法的情感，使想像化为在功法情感中的神游，从而使审美教学过程中的情感体验更加强烈深沉，真正获得健身气功的神韵。
Such process of “seeing through others’ minds and perceiving their intentions” is a process of perceiving truth. Firstly, it is the inspiration permeating through perception. During this process, the knowledge and experience accumulated by ancient sages and scholars is regrouped and shown in a form that fits the recognition of the educated, so that the educated are made to understand and accept them according to their needs and such knowledge forms some new structures. The more active this process is, the more positive the reaction is, the higher the perception level will be. Secondly, it is a perception permeating in imagination. It is common that there is a phenomenon of “different people have different views over an issue” in the process in which the educated understand and accept Health Qigong. The reason why this phenomenon occurs is that the educated take whatever they need and love whatever they like based on their original life experience and psychological background. The aesthetic experience of Health Qigong is to inspire different imaginations. Thirdly, it is a perception permeating in emotion. It requires that the educator and the educated blend their own emotional experience of e teaching content and scene with their own life experience and emotion activity closely together, merge their own emotion into the exercise method, make imagination the pleasant wandering in exercise method and emotion during the teaching process as an aesthetic experience, so as to make the emotional experience in aesthetic teaching process much stronger and deeper and obtain the romantic charm of Health Qigong truly.
神游怀想。
“Imagination wandering freely”.
神游怀想是指审美体验教学活动中习练者的心灵与功法内容或情境的自由交往与自然融合。是习练者在对功法内容和情境感知的基础上，情感和想像的渗透与契合。首先，审美体验教学活动既是一种认知活动，也是一种情感活动，因此，要在审美体验教学活动中创造一种功法内容与习练者心灵产生情感联系的条件，利用多种教学方法和手段使教学内容变得更生动、更形象肖春红 ，达到情感的激动，情趣的激活和品味的提升。其次，在审美体验教学活动中，要充分激发习练者的自由想像，使想像在功法要领和以往经验的基础上无拘无束地驰骋。再次，要充分调动习练者的创造性，尽情体验健身气功活动带给生命活动的意韵。
“Imagination wandering freely” refers to that the souls of exercisers react freely with or merge naturally into exercise content or the scene during the teaching activity of aesthetic experience. It is the permeation and coherence between emotion and imagination based on exercisers’ perception of exercise content and the scene. Firstly, the teaching activity of aesthetic experience is both a recognition activity and an emotional activity. Therefore, it is advised to create a condition during the teaching activity of aesthetic experience that evokes emotional association between exercise content and the souls of exercisers and make teaching content more vivid by employing several teaching methods and means, so as to evoke emotion and arouse interest and enhance taste. Secondly, during the teaching activity of aesthetic experience, it is required to inspire free imagination of exercisers and allow their imagination to move freely on the basis of essentials of exercise method and previous experience. Thirdly, it is required to fully stimulate the creativity of exercisers to allow them to experience fully the fun brought by to life activities from Health Qigong exercise.
移情忘怀。
“Empathy and forgetting”.
所谓移情，即习练者与功法在审美体验教学过程中产生的共时、多向的协调互动。一是教学活动中所展示的情境引人入胜、动人心魄，引发教学双方的生命体验；二是利用以往的生活经验激发当时的情感和想像，丰富和提升功法的内涵；三是施教者与受教者同声相应，同气相求，产生一种心灵的契合充分调动和激活受教者良好的心境，在悟解的基础上产生共鸣。所谓忘怀，是在移情的作用下，习练者的精神从教学本身超脱出来，超越自我，超越自然，达到物我两忘的境界。教学双方以教学内容和具体情境为中介，在一种融洽的气氛中实现信息的交换、情感的交流和人格的认同。使生命的体验从徘徊于模仿、要领等约束条件超越出来，上升到体悟、品味、欣赏的境界。
The so-called “empathy” refers to the synchronic and multi-direction coordination and reaction between exercisers and exercise method occurring during aesthetic experience teaching. Firstly, the scene presented in the teaching activity is both alluring and breath-taking, and it evokes the life experience of both the educator and the educated. Secondly, use previous life experience to inspire their emotion and imagination at that time, and enrich and enhance the connotation of exercise method; thirdly, the educator and the educated cooperate with each other perfectly and generate a consonance in their souls which fully arouse and inspire good mental state of the educated to evoke an echo in both the educator and the educated based on perception. The so-called “forgetting” refers to that the spirit of exercisers gets rid of the bondage of teaching itself under the effect of empathy血色使命攻略 , transcends the ego and nature and reach the state of forgetting the surroundings and the self. Both the educator and the educated take teaching content and specific scene as the intermediary, exchange information, communicate emotions and affirm each other’s personality in a harmonious atmosphere. Thus, the experience of life surpasses such constraints as imitation, essentials, etc. and mounts to the state of perception, taste and appreciation.
悦志畅神。
“Delighting and refreshing”.
悦志畅神是在移情和共鸣的基础上，使教学内容和情景中的全部审美内涵被发掘、释放出来。教学双方充分发挥审美体验的能动性，从开始感官直觉的悦耳悦目，到对功法蕴含的内容和领悟、品味产生的悦心悦意，上升为对功法内容体现出的悦志畅神境界。心灵受到震荡和洗涤，人与自然、人与社会、人与他人、人与自我的和谐境界便自然产生了。
“Delighting and refreshing” refers to that all the aesthetic connotations in teaching content and scene are discovered and released based on empathy and echo. Both the educator and the educated bring the initiative of aesthetic experience into full play, from such intuitions in sense organs such as soothing ears and feasting eyes, to being pleasant and satisfied with the content, perception and taste implied in the meaning of exercise method, and finally to mounting to the state of “delighting and refreshing” with the content of exercise method. The souls of exercisers are shocked and cleaned. The harmony between human and nature, human and society, human and others, human and the self occurs accordingly.
教学过程的悦志畅神境界，是教学过程追求的最高境界，是教学双方在和所学功法的相互作用中，对人的生命健康的瞬间体验和愉悦博德大世界 ，是教学中的在心灵碰撞相互作用中，对自我、他人以及人生充满自信的自我实现的愉悦。在这里，习练者在积累知识经验的基础上，超越认识的局限，深入体会认识过程中释放出来的理趣；在这里，习练者在向老师学习的基础上，超越老师传授的局限，充分享受教学双方交往过程中情感交流的情趣；在这里，习练者在认识他人的同时对自我进行反审认识，超越他人认识的局限和自我的局限，真正领悟心灵碰撞过程中智慧提升的乐趣。在这个过程中，一种审美的愉悦深入到习练者的心灵深处，在塑造人的品德方面发生极其深刻的作用。
The state of “delighting and refreshing” in teaching process is the highest state that teaching process pursues. It is the transient experience and delight of a healthy life during the reaction between both the educator and the educated with exercise method. It is the delight from full confidence of the self, others and life and self-realization during the reaction in collision of souls during teaching. Here, the exercisers surpass the limitation of recognition and experience further the allure of reality released from recognition process based on the accumulation of knowledge and experience. Here, the exercisers surpass the limitation of knowledge imparted from the teacher and share fully the joy from emotional communication occurring in the reaction of both the educator and the educated under the precondition that exercisers learn from the teacher. Here, the exercisers re-examine themselves at the same time of getting to know others, surpassing the limitation of others’ recognition and the limitation of themselves and really perceive the joy generated from wisdom awakening during the collision between souls. During this process, an aesthetic delight creeps into the deepest part of the souls of the exercisers, which exerts tremendous influence on shaping morality of them.
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