A Study Of The Teaching Of Literature Works Appreciation Ability In The Senior School

In recent years, with the policy of advocating the quality education, increasing attention has been paid literature works appreciation in the language teaching. The request of the language teaching and the request of college entrance examination of literature works appreciation ability require senior school students to have the first step ability of literature works appreciation . Therefore, it is very important to increase the quality of reading to develop the students of literature works appreciation ability, and to increase language accomplishments and taste of students to adapt themselves to future study.Firstly, this paper makes a preliminary study on the content of literature works appreciation ability and the significance to enhance literature works appreciation ability during high school teaching. The paper discusses three aspects: esthetic education and future development of students, nature and basic principle of Chinese course, outline of college entrance examination and teaching of reading literary works itself.Secondly, this paper analyzes the conditions on literature works appreciation ability of high school students from two aspects: favorable factors and existing problems.Lastly, this paper probes into the concrete executive plans to train literature works appreciation ability of high school students from the angles of esthetics theory and teaching practice. Focal point of the paper is to inquire about three gradually deepening steps: reading and feeling, experiencing and tasting, understanding and evaluating according to mental characters of the students. The teaching during reading and feeling step arouses reading interests of students and makes them aware of the literature by a lot of means such as ingeniously designed introductory remarks and inspiring model reading. The teaching during experiencing and tasting step makes students taste the feelings of authors as if they were personally on the scene, by making them read aloud repeatedly and properly recite literary works, adding some necessary training on Chinese knowledge and combining living experience with language writing. The teaching during understanding and evaluating is hard to reach its aim for most students owing to some subjective and objective causes such as hardness of appreciating the literature and students themselves. So we should start from the texts students are familiar with during teaching, and compare the appreciation from multiple angles so as to reduce mental dread of students. If the personality or originality of students is reasonable, we should encourage and praise them. Once students have enthusiasm, they will cooperate with teaching actively, then training of literature works appreciation ability won't again be nonsense.