The Tactics About Aesthetic Acceptance Of Secondary Vocational Schools' Literation

It is a highly rationalized and technological age, literature is provided with great function which can not be replaced by other subjects in aesthetic education and moral character education. Chinese teachers in Secondary vocational schools must have scientific teaching ideology, apapt to the students' psychological characters, and arouse the students interests and enthusiasm in literation acceptance by studying their situations in Chinese learning, using modern and different teaching methods, which are close to modern society and real life. What is more, Chinese teaching in Secondary vocational schools require the teachers to excel in the following four aspects: 1. a thorough understanding of Chinese ancient great works; 2. Knowing how good an article is and knowing why; 3. a respet for the students personality and creativity in aesthetic; 4. a feeling of share experience in literature composing with the students. We believe that the major task of Chinese in secondary vocational schools is not to teach students elemantary knowledge, but to promote their cultural accomplishment, aesthetic judgement and humanity spirit through aesthetic acceptance of literature. Literature has three main attributes: the attribute of aesthetic judgement, the attribute of understanding and the attribute of culture. However, as an art, the most basic attribute of literature is the one of aesthetic judgement. The attribute of understanding and the attribute of culture should be realized by aesthetic judgement. The process of literature acceptance is firstly the process of aesthetic judgement. What we want to discuss most is the tactics about aesthetic acceptance of secondary vocational schools' literature eduaction. We will put our hand from the areas of aesthetic, pedagogics and psychology, combine our own teaching practice and expound the following five aspects. First, secondary vocational schools and literature eduaction; Second, literature eduaction and teachers quality; Third, the occurance of aesthetic acceptance, that is, the tactics of promoting students cultural accomplishment; Fourth, the development of aesthetic acceptance, that is, the tactics promoting students aesthetic judgement; Fiveth, the climax of aesthetic acceptance, that is, the tactics of promoting students humanity spirit.