Investigation Of Aesthetic Reading-Teaching Of Chinese

Directing against the teaching of Chinese, aesthetic reading can provide it a new world. Many people have paid close attention to it and did much positive jobs already. However, it is not a complete task to regard the aesthetic reading teaching of Chinese as a kind of theories and levels of teaching. The thesis sets out from this and views reading teaching of Chinese from aesthetic angle.The thesis includes four parts. The first part is the connotation of the theory of aesthetic reading teaching of Chinese. Based on the theory of Chinese Culture, the theory of Aesthetic Education and Inside Latent, the theory believes that text contains deep cultural meaning and aesthetic values. Therefore we should regard teaching of reading as an aesthetic world. Consequently, the theory wants to arouse the psychological factors of teachers and students actively, observe, realize and judge the beauty of Chinese teaching. In this process, the students not only learn language knowledge of Chinese and improve the ability of reading, but also realize the spirit and meaning of beauty, build the aesthetic psychological mechanism and train the perfect personality gradually.The second part is the characteristics of the theory. The theory features itself with image quality, emotion quality, experience and creation. Among them, image quality is the foundation. In the process, we can use imagery-teaching way to excavate imagery factor fully. In other words, it is an imagery process. The emotion quality is the essential characteristic distinguishing it from other teaching. Aesthetic reading-teaching of Chinese is not icy but emits thick emotional color. Experience is an important means of implementations of teaching, and students can reach aesthetic world through experiencing text. Creation is the target of teaching, and the essence of beauty lies in creativity. One can create new text and new oneself through aesthetic reading teaching. Thesecharacteristics have their emphasizes respectively while they are unified to reveal the basic connotation of the theory deeply.The third part is the key elements of the theory of teaching. The key elements refer to the content of the text. I divide the part into three layers and analyze every layer in proper order. They are layers of pronunciation and literal, semantic and implication. It helps us examine closely text from a new angle and offers reference for practice of the theory.The forth part is the design of teaching. For strengthening practical value, the thesis designs the process of teaching, analyses its four stages and the implementation strategies of every stage.Preparatory stage-forming of aesthetic attitude. We shouldfound proper atmosphere of teaching and pay close attention to the psychological worlds of students, then make student form good aesthetic attitude and make ready for the reading.Initial stage-gaining of aesthetic perception. At this stage,we can proceed from three respects: holding the text wholly, using the open sense flexibly and strengthening teaching of reading aloud.Deepen stage-launching of aesthetic experience. If one wantsto get aesthetic experience, he should not only learn taste the justices of sentences, but also expand field of vision and consider reading-teaching of Chinese with many kinds of culture theories.Rising stage-realizing of aesthetic creativity. It can adoptreasoning, reading criticize, using blank and expanding to create.In a word, the thesis studies aesthetic reading-teaching of Chinese from two respects. Firstly, viewing from the theory of Chinese Culture, the theory of Aesthetic Education and Inside Latent, the thesis analyses the connotation, the characteristics and key elements of the theory. Secondly, it designs the process of teaching bases on the practice of teaching of reading.