本文通过梳理康德的美学理论，阐明了康德美学的诸多内容和特点，并通过对判断力是否可教这一问题出发，深入分析了康德美学理论之于审美教育的目的与意义，反思了审美教育挪用美学理论的合理性。康德的美学理论作为美学史上重要的里程碑，影响了后世诸多美学家的观点。席勒作为其中之一，他提出的美育这一概念的理论对我国美育理论的影响十分深远。然而，纯粹美学的神话在与其他理论视角接轨时产生了裂痕，这对美育理论提出了新的挑战。本文试图脱离传统的美学视角，从主体个人经验出发，强调一种生命体验式的美育发展路径。

By combing Kant's aesthetic theory, this article clarifies the content and characteristics of Kant's aesthetics, and through the question of whether judgment can be taught, analyzing the purpose and significance of Kant's aesthetic theory to aesthetic education in depth, and rethinking the rationality of esthetic theory of aesthetic education profoundly. Kant's aesthetic theory, as an important milestone in the history of aesthetics, has influenced the viewpoints of many aestheticists in later ages. As one of them, Schiller's theory of aesthetic education has far-reaching influence on the theory of aesthetic education in China. However, the myth of pure aesthetics broke up with the sociological perspective, which posed new challenges to the theory of aesthetic education. This thesis attempts to emphasize the importance of life experiences to develop aesthetic education path instead of traditional aesthetic perspective.