Chinese Teaching In Primary And Secondary Schools From The Perspective Of Eco-Aesthetic Education

In the author's opinion, aesthetics concerns not only art problems, but also men's mental outlook. Therefore, aesthetics is closely related with the cultivation of men's outlook on life and values. Eco-aesthetics was brought forward while men's natural and spiritual problems deepened. After its development for more than a decade, eco-aesthetics has gained a broad space for development. It is being accepted by more and more scholars and has become a hot spot in the filed of aesthetics in our country. But in fact it is still being questioned in the scholastic circle. As a newly-emerged discipline, eco-aesthetics needs to position and further deepen itself, which calls for the support from eco-aesthetic education. Therefore eco-aesthetic education is highlighted.The Chinese textbooks for primary and secondary schools contain rich resources for eco-aesthetic education. Chinese classes are a main field for cultivating students'outlook on life and values, a base and a crucial guidance for the cultivation of eco-aesthetic awareness, as well as an important field for the development of eco-aesthetics. The first chapter of the thesis expounds the rise and development of eco-aesthetic education and, through the comparison of ecological education and general aesthetic education, defines the connotation of eco-aesthetic education as: the cultivation of eco-aesthetic men with eco-aesthetic awareness and ideals. The second chapter analyzes current survival plight of mankind and the"people-oriented"general aesthetic education in primary and secondary school Chinese classes, and dwells on the necessity of carrying out eco-aesthetic education in current primary and secondary school Chinese classes. The third chapter presents the practice of eco-aesthetic education in Chinese classes using PEP edition Chinese textbooks, including promoting students'reception and perception of the ecological beauty within textbooks, enhancing students'ability of appreciating ecological beauty, and adopting the eco-aesthetic education method of"finding beauty within oneself and appreciate and praise the beauty of one another". The performance of eco-aesthetic education in Chinese classes can cultivate young students'ecological humanistic feelings, form their perspective of ecological integrity and centricity through eco-esthetical appreciation, and therefore can enrich and broaden their mind and lead them to a pure state of life. It's hoped that an eco-aesthetic education field can be formed in schools and then influence the whole society, forming a broader eco-aesthetic education field, so as to ease human plight.