“接受美学”(Receptional Aesthetic)这一概念是由德国康茨坦斯大学文艺学教授尧斯在1967年提出的。接受美学要求把作品和读者的关系置于阅读活动的首要地位,充分承认读者对作品意义和审美价值的创造性作用。教育活动的要素和结构,与接受活动的要素和结构有重合之处。接受活动由传导者、接受主体、接受客体、接受媒介和接受环境所组成。其中,传导者相当于教育者,接受主体相当于受教育者,接受客体相当于教育的内容,接受媒介相当于教育手段,接受环境相当于教育环境。这就意味着,教学内容(包括课本、教案等)同样需要被学生感知、接受、建构,才能成为有意义的信息,才能达成教学目标。因而,接受美学中包含的“读者中心论”等思想, The concept of “Receptional Aesthetic” was put forward in 1967 by Jauss, a professor of literature and art at the University of Connecticut. Accepting aesthetics requires placing the relationship between the work and the reader at the forefront of reading activities and fully recognizing the reader’s creative role in the meaning and aesthetic value of the work. The elements and structure of educational activities coincide with the elements and structures of their activities. Accepted activities by the conductor, accept the subject, accept the object, accept the media and accept the environment. Among them, the communicator is equivalent to the educator, the accepting subject is equal to the educated person, accepting the object equal to the content of education, the receiving medium is equivalent to the means of education, and the receiving environment is equivalent to the educational environment. This means that teaching content (including textbooks, lesson plans, etc.) also need to be perceived, accepted and constructed by students to become meaningful information in order to reach the teaching goal. Therefore, accepting the thoughts of “reader center theory ” contained in aesthetics,