| Aesthetic, as a spiritual culture, has always been the attention and pursuit of human being. It keeps motivating people to understand emotions and reflect on values. In real life, people actively experience and explore aesthetic feelings, sense and value; pursuit aesthetic freedom; understand the perception of aesthetics. The aesthetic education in the high school has the multi-appreciation angles, with the co-existing of individual and common understanding; therefore it has a great influence on the thoughts, concepts, contents and patterns. In high school period, it is necessary to achieve the macro goal of aesthetic education, on one hand, which is based on the era and social developmental requirements; on the other hand, to realize the advancement and focus on high school students’individual aesthetic capabilities and characteristics. From the educational point of view, only by giving full expression of aesthetic individual character can it drive the development of aesthetic accomplishment of teachers and students. From the position of individualization of aesthetic education, student’s individual learning could be realized by teacher’s individual teaching, which makes the switch from the emotional to the rational, and enlightens the rich and multiplex value and meaning of aesthetics.During the practice of individual aesthetic education, the goal directly points at aesthetic taste and humanistic quality. Chinese Education Reform and Development of Long-term Planning Programs2010-2020put forward clearly that’reinforce aesthetic education, develop students’fine aesthetic taste and humanistic quality.’The National Standards of Chinese Curriculum of Senior High School also mentioned that ’Chinese curriculum should have the crucial function of aesthetic education; should develop student’s aesthetic consciousness and noble taste; should develop the ability of aesthetic perception and creation.’Only through active and individual aesthetic education to reach the aesthetic consciousness, can it realize the purpose of the cultivation of aesthetic taste and humanistic quality. During this process, the teachers are delicately and complicatedly effective. Their teaching ideas and practice directly influence the realization of individual aesthetic education goals. Teachers should form individual teaching thoughts and correct students’ views; should set education values to fit the social and era requirements. During specific education process, teachers could use their own individual character and professional literacy to form unique understanding of aesthetics, and could guide and develop students’healthy aesthetic taste to realize the advancement and improvement of culture literacy and character.This research aims at the individual aesthetic education of Chinese curriculum in high school and implements a combination of theory analysis and practical research. The theory analysis will provide the basic character and practice rules of aesthetic education in high school Chinese curriculum by literature research, with the reference of the related research results at home and abroad. The practical research will implement the methods of case study and questionnaire survey which presents and analyses the problem of current aesthetic education in high school Chinese Curriculum. Besides, it will propose the specific implementation strategy on aesthetic education in Chinese curriculum, in order to carry forward the core values of socialism, guide and help students set healthy aesthetic judgment, improve the whole aesthetic literacy and ability and promotes character development.This paper consists of five chapters.Chapter One:IntroductionThis chapter is divided into three parts. Part one is the origin and the value of the research. The origin of the research is based on five aspects:the theoretical demand on people-oriented education ideology, the reality demand on students’overall quality development, the object demand of the professional teaching, the object demand on curriculum, and the practical demand on the individual character in aesthetic education. Among these, people-oriented ideology which pursuing students’subject consciousness and realization of individual consciousness, encourages teachers to adopt all kinds of teaching methods to pull for autonomic learning and individual learning. And for the students’overall quality improvement, there is a need to enhance the connotation of aesthetic education and ability levels as well as to promote individual development. Also, the trend and intension of teachers’professional development require them to realize their teaching characters. What’s more, The National Standards of Chinese Curriculum of Senior High School has also defined on aesthetic education. It needs teachers to pay attention on the development of individuation education. From the practical aspect, it is necessary to carry on the research and study in aesthetic education when enhancing and realizing the function and goal of aesthetic education. The value of the research represents in three ways: aesthetic education promotes the combination of rationality and sensibility; study of the current situation satisfies students’need on aesthetic learning; clearly differs the group from individuation of aesthetic education. Part two is the literature review of the aesthetic education at home and abroad. There are many relevant researches of aesthetic education. In terms of aesthetics, aesthetic education, Chinese aesthetic education, and Chinese aesthetic education individuation, this paper has integrated and regulated the relevant researches in the aspects of awareness, purpose, and methods. Part three is the purpose and method of this research. The purpose of this paper points at the links of awareness, content, teaching and evaluation of aesthetic education. It also proclaims main problems and reasons in aesthetic education, defines the features of individuation and puts forward the practical principles and methods of aesthetic education. This paper uses literature research and case research methods of analysis and survey research. Among these, case research methods focus on aesthetic awareness, content and teaching links. Survey research, in the view of objective perspective, analyzes the data of individuation in aesthetic education. Case analysis and survey method ensure the objectivity and scientificity of aesthetic education.Chapter Two:Concept Definition, Theory and Practice BasisThere are three main parts in this chapter. In the first part, it is the concept definition which respectively tries to define aesthetics, aesthetic education, individual education, senior high school education, Chinese education of senior high school and individuation of Chinese education of senior high school. In the second part, the theory basis mainly introduces Beasley, Kant and humanistic education theories. First, it is the focus on Beasley’s theory about aesthetics and aesthetic education. The three common standards, including the aesthetic function, experimental characteristics and aesthetic judgments and the four periods are the central points, with the conclusion to the forms and characters of aesthetics and aesthetic education as the key points. Second, there is an introduction about Kant’s theory, primarily focusing on the common sense in aesthetics, the beauty of freedom and the purposiveness of the aimlessness. Third, when humanistic education theory is introduced, the teaching purpose is to encourage people to develop in their own ways, to help them realize that they are unique, to assist them finally in making all their potential come true, so as to build a new kind of relationship between teacher and student. Teacher is not only the organizer, conductor and promoter during the teaching procedure, but also the important valuator. It is not accurate to regard single student’s aesthetics as the group’s, or replace single student’s aesthetic with the groups. The new way to get on with students requires a central position for students and other everything they need to arouse their potential and learn creatively. The third part, it is the practical evidence. In the procedure of adopting aesthetic individuation, the National Standards of Senior Chinese Curriculum has played an important role which directs the purpose, methods and process of the aesthetic teaching, and leads the way of Chinese Curriculum’s development which has a great significance on practical aspect. Based on the New Curriculum, this paper gives specific guidance on high school Chinese aesthetic education individuation.Chapter Three:Basic Feature and Practice Principle of Individualized Chinese Aesthetic Education in High SchoolThis chapter includes two parts. The first one is the basic features of the high school individualized aesthetic education. It has been proved with eight features, which are features of individuation and difference, openness, autonomy, interactive, fairness, transcendence and creativity. The second part is the practical principle. Based on the theoretical foundation and basic features above, the practical principle is proposed on the aesthetic recognition, aesthetic context and aesthetic practice aspects. The principles are democracy principle, process principle, coordination principle, freedom principle and subject principle.Chapter Four:Major Problems and Reasons Existing in the High School Chinese Aesthetic Individuation Education PracticeThis chapter contains two parts. The first part is the major problems existing in the high school Chinese aesthetic education individuation practice nowadays. There are two methods through case research of analysis and survey research, in consideration of the high school Chinese aesthetic education, according to the basic feature and practical principle of individualized aesthetic education in high school. The main problems are occurred from the perspectives of aesthetic recognition, aesthetic context and aesthetic practice and so on. as well as the comment on the aesthetic education of high school Chinese cases, the experts analysis and comment on the teacher-student relationships, ways of study, designing on teaching, teaching methods, teaching context and teaching resources to find the main reasons. The second part is the analysis of the causes of problems. In terms of Beasley, Kant and humanism education ideas as well as The National Standards of Chinese Curriculum of Senior High School, in accordance to the basic feature and principle of the aesthetic education individuation, the experts found that reasons are focused on the aesthetic recognition, aesthetic context and aesthetic practice aspects. The problems and reasons of the two sections above contains both the prove of case analysis and comments, and the objective reasons of data from Q&A surveys. In this way, objectiveness and scientificity of the idea can be insured.Chapter Five:Basic Practical Principle and Strategy of High School Chinese Aesthetic Individuation Education.This chapter consists of seven parts. The seven parts are based on the basic feature and practical principle of individualized aesthetic education in high school to solve practical problems in the implementation of the strategy. The first part is about rational consideration and reconstruction on the role of teacher and student. The second part is focusing on personal teaching design ability acquisition. The third part is the democratic construction of individualized aesthetic teaching environment. The fourth part is creating the situation with more characteristics of aesthetic categories. The fifth part is to strengthen the collection of polymorphous curriculum resources and value discrimination. The sixth part, it is flexible use of teaching methods. The seventh part is the establishment of a suitable evaluation benchmark and individualized evaluation principle.Chapter Six:Prospect to the FutureThis chapter consists of two parts. The first part is about the re-reflection of the gain and loss of the research. The second part is the prospect to the research, where we come up with the development concept of theoretical and practical research of Chinese aesthetic education individuation in senior high schools in the future. |
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