Study On Aesthetic Education In Chinese Subject Based On Student Development

As an aesthetic category,"aesthetics" has always been regarded as the core issue of aesthetics by the academic community.A correct examination of the aesthetic problems in Chinese education will not only help the effective implementation of Chinese aesthetic education,but also help broaden our academic vision.The study of Chinese aesthetic education cannot be separated from the accurate grasp of its connotation and characteristics,the deep excavation of its goals and contents,and the deep reflection of the problems in Chinese aesthetic education.Only by closely combining the creative expression of "beauty" with the goal and task of "education" can we realize the correct cognition of Chinese aesthetic education.Based on the understanding of the essence of Chinese aesthetic education,this research has built a research framework of Chinese aesthetic education based on student development,which includes the main points of the goal content,problem reflection,path analysis,etc.of Chinese aesthetic education,and tries to present a complete structure of internal logical relations: taking the Chinese aesthetic education based on student development as the research content,taking Schiller and others’ aesthetic education ideas Based on the theory of aesthetics and human development,the "reader centered theory" of reception aesthetics and humanistic education thought,and referring to the requirements of the core literacy of the Chinese discipline on students’ aesthetic ability,this paper deeply reflects on the current problems of Chinese aesthetic education,and clarifies the goal and content of Chinese aesthetic education based on students’ development,It also puts forward the optimized implementation path and effective guarantee system of Chinese aesthetic education based on student development.The first chapter of the thesis is an overview of Chinese aesthetic education based on students This chapter mainly includes the definition of related concepts of Chinese aesthetic education and the theoretical basis of research The first section defines and summarizes the connotation of aesthetic education and Chinese aesthetic education,and the second section mainly sorts out and draws lessons from the theoretical basis of the research As the main content of this study,Chinese aesthetic education should also be fully combed and explained in its characteristics and principles Therefore,the first section of the second chapter systematically expounds the main characteristics of Chinese aesthetic education,such as emotion,image,pleasure and creativity The second section puts forward the principle of Chinese aesthetic education based on students It is worth noting that we should adhere to the principle of "double subjects" in Chinese aesthetic education,that is,the aesthetic subjects of Chinese classroom aesthetic activities include not only the students who occupy the dominant position in Chinese classroom aesthetic activities,but also the teachers who play a leading role in the whole Chinese classroom aesthetic activities.Finding problems is the premise of solving problems.The effective implementation of Chinese aesthetic education based on student development can not be separated from the exploration and reflection of the current situation of Chinese aesthetic education.In order to obtain more objective and accurate research results,this chapter uses the research method of combining questionnaire survey and interview to sort out and analyze the problems existing in the current process of Chinese aesthetic education,reflect and summarize them into the following aspects,namely,the orientation of aesthetic education is biased,the role consciousness of the aesthetic subject is vague The weak aesthetic quality of the aesthetic subject and the lack of personality consciousness of the aesthetic subject.Because only by sorting out the problems in the implementation of current Chinese aesthetic education and making in-depth reflection and attribution,can we provide new ideas for the optimization of the implementation of Chinese aesthetic education based on student development.The fourth chapter discusses the goal and content of Chinese aesthetic education based on student development.The first section first clarifies the general goal of Chinese aesthetic education based on student development from the two dimensions of realistic goal and ultimate goal;At the same time,taking the general goal of Chinese aesthetic education as a reference,it clarifies the goal of Chinese aesthetic education based on student development,that is,to cultivate the aesthetic sense and evaluation ability,aesthetic awareness and value pursuit,self-consciousness and aesthetic personality of the educated.It is worth noting that the interdependence of aesthetic subject and aesthetic object promotes the occurrence of Chinese aesthetic activities.To carry out the research on Chinese aesthetic education,we must systematically explore the content of Chinese aesthetic education.The second section of this chapter starts from the two dimensions of the educatee as the aesthetic subject and the Chinese teaching material as the aesthetic object,and deeply explores the content of Chinese aesthetic education based on student development.From the perspective of the educatee(student),the subject of aesthetic acceptance and creation,the main content of Chinese aesthetic education includes the continuous cultivation of the educatee’s implicit aesthetic awareness and the realization of its external aesthetic ability.In addition,as far as Chinese textbooks are concerned,they also contain rich aesthetic content and resources.Therefore,this section explores the aesthetic education resources contained in Chinese from the three aspects of artistic beauty,social beauty and natural beauty in the in-depth excavation of aesthetic objects.Because only a clear and accurate grasp of the goal and content of Chinese aesthetic education based on student development can achieve a deeper understanding of the connotation and value of Chinese aesthetic education,and point out a new correct direction for further optimization and implementation of Chinese aesthetic education.The fifth chapter focuses on the path of Chinese aesthetic education based on student development.On the basis of adhering to the principles of Chinese aesthetic education,this chapter tries to explore an effective implementation path of Chinese aesthetic education: first,aesthetic reading and swimming,strengthening the aesthetic perception of the subject;The second is the sense of emptiness,mobilizing the aesthetic imagination of the subject;The third is to restore the environment and enrich the aesthetic experience of the subject;Fourth,the interest of dialogue to enhance the subject’s aesthetic understanding;Fifth,empathy changes to stimulate the aesthetic creation of the subject.The sixth chapter focuses on the effective guarantee and carrier of Chinese aesthetic education based on student development.First of all,it discusses the guarantee level.First,the team guarantee should continuously improve the aesthetic education quality of the classroom beauty subject;The second is the operation guarantee.It is necessary to create an aesthetic education environment that highlights the personality of the aesthetic subject;The third is evaluation guarantee.It is necessary to build an evaluation system that stimulates the creation of aesthetic subjects.Secondly,it discusses from the carrier level.First,it is the basic carrier,mainly from the perspective of classroom aesthetic guidance of the aesthetic subject;The second is the direct carrier,which mainly explains the role of the overall aesthetic presentation of the aesthetic subject;The third is the integration of carriers,which starts from the mutual aesthetic penetration of Yun’s aesthetic disciplines.Diversified integration is expected to provide help for the optimized implementation of Chinese aesthetic education based on student development.