Comparative Research Of Aesthetic Education Strategy In Junior And Senior Middle School's Classic Poetry Teaching

Along with the new curriculum reform of Chinese is being continuous impelled, more and more teachers who teach Chinese take much count of the function of aesthetic education of Chinese, the rich esthetic education factor in the classic poetry teaching becomes an important way in Chinese teaching. However, initially, the present situation of esthetic education factor in junior and senior middle school is actually unoptimistic; its esthetic education effect has not been highlighted. For the inquire deeply the present situation, the author made survey research in many junior and senior middle schools of Shijiazhuang, Xingtai, Xingxiang. I analyzed and reflected through these working papers, and discovered that teacher is not very profound to the classical poetry esthetic education factor creates the ancient poetry teaching is low efficiency, since long time neglecting the body and mind's development characteristic, causes not to be able to adopt the appropriate teaching strategy in the ancient poetry teaching based on the education object change.Students are the developing community, from the first day to high third grade, lasts for six years, their age are increasing, its esthetic psychology and the esthetic ability is also occurring is changing. But many teachers actually do not have to understand fully to this kind of latent change, at the beginning, in the high Middle Ages poetry teaching was still using the nearly identical teaching method and the strategy, the cause charm infinite ancient poetry has become in originally the student eye the icy arid writing. In view of these questions, this article attempts based on the educational psychology, the esthetic psychology, to accept esthetics and the language pedagogy and so on correlation theories, take the junior middle school, the high school student esthetic psychology difference's research as the starting point, has analyzed at the beginning, the high Middle Ages poetry teaching different esthetic education goal, has discussed at the beginning, the high Middle Ages poetry teaching strategy general character and the difference from the esthetic education angle, based on this and analyzed to promote the ancient poetry teaching esthetic education strategy implementation, the basic accomplishment which the teacher should have. Take the time as the junior middle school, the high school language teacher ancient poetry teaching's concrete operations provides one to use for reference, carries out the esthetic education function for the ancient poetry teaching to provide beneficial help effectively. The full text divides into four chapters, the primary coverage is as follows:The first chapter analyzed in the ancient poetry teaching esthetic education factor, then has made the analysis to the ancient poetry teaching esthetic education present situation investigation, finally aims at the question which and the present ancient poetry teaching esthetic education research area existence insufficiency in the teaching exists, proposed the present paper must discuss question and research significance.The second chapter based on the junior middle school, the high school student's psychological characteristic analyzes its esthetic psychological the difference, then the union language curriculum standard analysis, the comparison junior middle school, the high school language different esthetic education goal, is clear about at the beginning, the high Middle Ages poetry teaching to adopt the different strategy the goal basis.The third chapter is the key part of this thesis. Based on ancient poetry own characteristic, causes the teaching rule which this literary style the teaching presents is in sole possession, thus causes its esthetic education teaching the section not to face some general character inevitably at schoolmate strategy. This chapter has first discussed at the beginning, the high Middle Ages poetry teaching esthetic education strategy general character question: The value reads aloud, savors the language and the analysis image, savors the ideal condition. Next has analyzed at the beginning, in the high Middle Ages poetry teaching esthetic education strategy difference. Based on the education object's different characteristic, the difference should be main: Before the teaching, the reading psychology support which builds for the student is different; In the teaching, the analysis, the development text's method is different; Teaches the poetry connoisseurship theory the deep breadth to be different. Finally proposed in the ancient poetry esthetic education teaching should pay attention question: Attention display not schoolmate beauty section ancient poetry teaching activity stratification plane; The correct understanding and processing not schoolmate in the section the esthetic education with the relations which takes an exam.In the fourth chapter, discussed the request to teachers based on the promotion of the rich esthetic education. This chapter has mainly discussed four questions: First, to cause schoolmate the section ancient poetry teaching not to preserve forever to student's charm, the junior middle school, the high school language teacher must have the whole instruction idea, in order to and chooses the ancient poetry content from oneself teaching section student's characteristic to embark the design to conform to the student body and mind development characteristic teaching strategy. Next, the teacher must have the esthetic education consciousness in the teaching, must pay attention to student's esthetic individuality to foster. Third, is enhances own esthetic accomplishment, the teacher must grasp the Chinese classical poetry related general knowledge, the savings culture accomplishment, studies certain aesthetic theory knowledge. Fourth, the language teacher must master the adept teaching skill, controls the teaching language skilled, has the utilization present information technology ability.