Aesthetic Education Tactics Of Poem Language In Chinese Of Senior Middle School

Poem-teaching has already become a aesthetic activity which is full of challenging ideas when emphasis is placed on literary appeal in middle school Chinese teaching at the present time. High school students' psychological and physiological characteristics afford us maximum possibility to implement aesthetic education. Zhu Guangqian, an expert in aesthetics, said, "Poem is the most exquisite language which contains the most exquisite impressions." It is evident that arousing high school students' feeling in appreciating and evaluating poems is an ideal way in poem?teaching. For this reason this thesis studies the aesthetic education methods in high school poem teaching on the basis of theory of literature and art aesthetics, linguistics, acceptance aesthetics, educational psychology and Chinese pedagogy, which can arouse students' aesthetic feeling from poem and then enable them to accumulate experience in life, help them to become persons who have a great deal of humane accomplishment and tasteful aesthetic interest. This study can also provide assistance for middle school teacher to teach poems. The main points of this thesis are as follows.First, it studies the aesthetic characteristic of poem language. Poem language stresses rhythm and meter especially; its condensed words require intensity and coordination of tension; a large amount of metaphor and symbolization are applied to increase the degree of difficulty and prolong appraising period when readers appreciate poems.Secondly, it advances six kinds of aesthetic education tactics about poem language teaching, such as sensation of paying excessive attention to wording, of reading aloud and reciting with a cadence, of imagination and association, of awareness of a much quoted line, of creation with intense emotion, of assistance from music and painting. Aesthetic education tactics is the process that teacher and student enjoy the aesthetic activity at the same time, that teacher guides student to accept it.Lastly, this thesis emphasizes two points about poem language teaching: No final conclusion needs to be reached on a poem's understanding; rational association and good grounds are needed in case of purely fiction.