The Research Of Aesthetic Education Practice In Art Education In Middle School

Aesthetic activity is a subjective psychological process which enables people shape their own opinion according to their own judgment towards the given object. Thus, there is much contingency in such activity. Although both the descriptive aspect and the pure non-descriptive aspect of aesthetic activity manifest limitlessness, the former is empty limitlessness, while the latter is limitlessness with content. Hegel believes that the subject of the aesthetic activity"introduce the colorful world of reality into their mind by looking at and listening to them frequently and attentively.". In the Great Dictionary of Education edited by Gu Mingyuan, the author thinks that there are two sides of aesthetic ability: the ability of appreciation and the ability of creation. 1. The ability of appreciation can be subcategorized into appreciation and judging. Appreciation means the ability to reflect the existed beauty through sensation, while judging means the ability to judge and to tell the difference between the aesthetic objects. To appreciate and judge the aesthetic object, we need to understand them first. 2. The ability of creation means both the ability to express beauty and the ability to create beauty. The former means to express the beauty manifested in life and human activities, while the latter means the creative ability in art and music creation.The core of the art education in middle is aesthetic activity, which is an important means of aesthetic education in school. It includes music education as well as art education, which is a necessary part of quality education. The essence of it is to promote the students'creative ability, to know students'understanding of beauty, to implement art education to all the students and to improve students'aesthetic ability. The reform of art education is to develop students'potential ability, and gives every student the chance to express his or her feeling in life through artistic forms.Nowadays, the middle school art education lays its emphasis on the students'special talents. On the other hand, it ignores the students'aesthetic experience. This thesis shifts this emphasis to the cultivation of students'aesthetic ability and the application of this theory into practice use in art education. Through the analysis of the form of art education, this thesis discusses the relationship between art education in classroom and aesthetic education, and tests this theory by the results of classroom teaching. Thus, we may get the best way of teaching art in middle school. The author believes that the use of large amount of curriculum resources and the change of the music (or art) education will make art education a synthetic subject. By shifting the emphasis from the students'special talents to the aesthetic activity will improve student'aesthetic ability and improve their aesthetic quality.