A Study Of Implementation Strategies Of Chinese Aesthetic Education In Senior High School

As a kind of education which improves quality of national citizens,aesthetic education has aroused great attention of government and education administrative department.As the main subject of aesthetic education,Chinese subject has advantageous conditions.But in the Chinese teaching practice domain,this study found that aesthetic education had met the following problems: aesthetic education contents of Chinese curriculum standards are too general to play a leading role;there is no definite understanding with aesthetic education for teachers of Chinese,and they don't know how to implement aesthetic education,and have rarely carried out aesthetic education under the restraint factors of knowledge classroom,utilitarian thought for examination,and performance evaluation mechanism;Students' aesthetic level is not high,and they don't reach the designated position for Chinese learning purpose and aesthetic education function,so that aesthetic education has fell into a kind of marginalized and embarrassing position which is influenced by academic achievements and social fame temptation;teaching methods are also traditional,and teaching methods of "subject-object dichotomy" has weakened the role of aesthetic education.These problems have been also confirmed in the present situation investigation for esthetic education.In addition,the study also found that students' aesthetic level was not high in general in the investigation of present situation,teachers' aesthetic quality is still to be improved,teachers' awareness to teaching and learning method of aesthetic education is not raised,and the implementation of reading aesthetic education,writing aesthetic education and speech aesthetic education is inefficient.It shows in literature review research that,some aesthetic education teaching models are scientific and significantly operational,some advanced ideas focusing on life,the construction of spiritual significance and im-provement of aesthetic realm of reading aesthetic education,looking writing as a process of life and life presentation in writing aesthetic education,and some strategies of practice enquiry are worthy of being referenced.However,existing research also shows some problems as follows: in term of objectives,the quantity of research on Chinese aesthetic education purpose are insufficient,and some researchers confused with two concepts between aesthetic education aims and education purpose;as to contents,research scope of Chinese aesthetic education is narrow-minded,and research contents are also not abundant;for implementation,globally,research focusing on beauty of life and beauty of state in Chinese aesthetic education implementation is extremely insufficient and weak;partially,reading aesthetic research floods and excessively focus,writing aesthetic research is little,speech aesthetic education research are deficient,and existing Chinese aesthetic education implementation strategies lacks scientificity and universality;in term of evaluation,evaluation research on aesthetic education are rare and are merely limited to the macro level of analyzing evaluation criteria and principles.Employing the theory of philosophy,acceptance aesthetics,psychology,linguistics and communication as theoretical foundations for the construction of reading,writing and speech aesthetic education implementation strategies,this study constructs a basic elements structure system for Chinese aesthetic education in senior high school on the basis of abundant reading on aesthetics books and periodicals,some classical theories and methods of esthetician,educator and lecturer in reading,writing and speaking at home and abroad.Also,based on the lens of "beauty of life and beauty of state ","practical life","self-realization",the strategies for reading aesthetic education,writing aesthetic education and speech aesthetic education has been constructed.Based on clarifying eleven subordinate concept of aesthetic education in curriculum standard,such as aesthetic ability,aesthetic experience,aesthetic activity,aesthetic consciousness,aesthetic realm,etc,and four basic elements beyond curriculum standard,such as aesthetic imagination,aesthetic feeling in their status and mutual relationships in the aesthetic education teaching,a basic elements structure system of Chinese aesthetic education in senior high school are constructed.Reading aesthetic education implementation strategies include some elements as follows: exploring aesthetic education ultimate goal-beauty of life in a variety of aesthetic experience;pondering the essence of aesthetic education,perceptual beauty in prosperous synesthesia kingdom;walking into aesthetic philosophy and contemplating rational beauty in the language of wisdom;examining aesthetic humanity,character beauty in the perspective of beauty and ugliness stands;seeking character kernel beauty,beauty of spirit with the guidance of tragedy theories;pursuing beauty of state in the exploration of "ego-realm" and "ego-absent realm".Writing aesthetic education implementation strategies are based on the "six elements" model of writing aesthetic education,they include: confirming the purpose of aesthetic education of "writing is a life";writing in the dialogue between real and virtual reader;revealing the existence of win-win situation of sensibility and reason via language;creating aesthetic works by students with the employment of "six elements" model.Speech aesthetic education implementation strategies include: establishing speech aesthetic education goals;immersing spectacular beauty of famous speeches;drafting and polishing speech works to show self-speech beauty;showing self-speech beauty of state by delivering a public speech.On the implementation of Chinese aesthetic education strategies,choosing class S of grade one in senior high school of Y,in province of S as a research experimental class,employing case study and action research methods,the study experienced practical trial,demonstrated,and assessed the implementation effects of three aesthetic education mentioned above in the lens of qualitative and quantitative methods.The result shows that,the effect of implementation is significant;students' aesthetic ability,aesthetic realm and quality of life have been significantly improved.