丰子恺是我国现代文学史上著名的散文家，同时也是一位杰出的漫画家、翻译家和艺术教育家。迄今为止，学界关于丰子恺的研究主要集中在他的散文、漫画的研究，美学思想的研究和艺术教育思想的研究，但相较于前两者，丰子恺艺术教育思想的研究略显薄弱。丰子恺“绝缘” “童心” “艺术心” “同情心” “曲高和众”的美育观与其人生观、价值观相联系，散落在其文学、美术作品和授课讲义之中，并未形成体统的理论著述。本文基于已有研究，系统梳理丰子恺艺术教育思想的内容，并深入探究其形成原因、美学基础及思想内涵。 本文分为四章，第一章旨在梳理丰子恺艺术教育思想的形成过程及基本内容。通过对特定教育救国、西学东渐历史文化环境下丰子恺国内外求学经历的梳理，窥见丰子恺艺术教育思想中的时代语境和鲜明个性特征。第二章旨在阐发丰子恺艺术教育思想的美学基础：以中国传统文艺思想为底蕴，在西方现代哲学思想的影响下发展而来的。第三章结合丰子恺的艺术作品分析其艺术教育思想的内涵。主要包括学校美育重视儿童教育、培植“艺术心”，大众美育追求人生的艺术化。第四章同样是从丰子恺学校和社会艺术教育两方面，介绍其丰富的实践活动，旨在阐发丰子恺艺术教育实践的意义，对其在美育史上的地位做出客观公正的评价。

Feng Zikai is a famous essayist in the history of modern Chinese literature. He is also an outstanding cartoonist, translator and art educator. So far, the academic research on Feng Zikai has focused on his research on prose and comics, the study of aesthetic thoughts and the study of art education. However, compared with the former two, Feng Zikai’s research on art education is slightly weak. Feng Zikai's "Insulation", "Children's Heart", "Art Heart", "Compassion" and "Qu Gao and Zhong" are related to their outlook on life and values. They are scattered in their literature, art works and lectures. The theoretical writings of the system. Based on the existing research, this paper systematically sorts out the content of Feng Zikai's art education thoughts, and deeply explores its formation reasons, aesthetic foundation and ideological connotation. This paper is divided into four chapters. The first chapter aims to sort out the formation process and basic content of Feng Zikai's art education thought. Through the combing of Feng Zikai's study experience at home and abroad under the historical and cultural environment of specific education and the history of Western learning, I can see the context of the times and the distinct personality characteristics of Feng Zikai's art education thought. The second chapter aims to elucidate the aesthetic basis of Feng Zikai's art education thoughts: it is based on Chinese traditional literary thoughts and developed under the influence of Western modern philosophical thoughts. The third chapter analyzes the connotation of art education thought with Feng Zikai's art works. It mainly includes school aesthetic education, attaching importance to children's education, fostering “art heart”, and popularizing aesthetic education to pursue the artistic life. The fourth chapter also introduces its rich practical activities from Feng Zikai's school and social art education. It aims to elucidate the significance of Feng Zikai's art education practice and make an objective and fair evaluation of his position in the history of aesthetic education.