Practical Research On Chinese Aesthetic Education In Senior Middle School

In the high-speed development of Chinas social transition moment, peoplesliving standards have been greatly improved, but they have to face the increasinglybarren spiritual home this embarrassing reality and aesthetic education is to considerindividual emotion the abundance of sound and personality, which is a recipe forhealing the growing indifference of the soul. Beyond the era of universal values andgeographical points of aesthetic education in todays society, can be said to have astrong practical significance. Pragmatism and utilitarianism popular in the moment,high school language is gradually being " alienated " and " narrow " to " examination" and " should world " language. Language education and student spiritual growth islopsided."Teachers very hard to teach and students learn very painful " TeachingSituation become unavoidable,"We have constructed a general lack of languageteaching humanities value system." Say that this is a major shortcoming of languageeducation. For aesthetic language of neglect, making humanities students andgenerally not high aesthetic taste, beauty and ugliness are not discernible, evenugliness as beauty phenomenon everywhere. Based on this situation, languageeducation should not be merely a cultural heritage, should assume "save the materialthat era lopsided uppercase people," the task. High school language teaching editorfor Jiangsu Yang Jiujun that " develop attitudes and values of the United States relymore edification," teachers should " follow the aesthetic rules, reshape theclassroom." This paper argues that in accordance with the laws of the United Statesto reshape the classroom is a long-term lack of attention to the aesthetic languagebackwash, also from the culture capital of the "human" a deep understanding ofeducational philosophy. Thus, to carry out aesthetic education in high schoollanguage teaching is duty-bound, but also imperative.Language courses are humanities and tools unity, compared with otherdisciplines, the aesthetic language has a unique advantage." The new high schoollanguage curriculum standards," states:" High school language courses shouldfurther improve their language literacy, so that students with strong language proficiency and a certain aesthetic language ability." To the existing high schoollanguage textbook of Jiangsu example, text editors in the election, to take fullaccount of the selected text humanistic, aesthetic features and tools Blendingembodies a comprehensive hypertext. They are both different cultural texts, such asa speech in the word " liberty, or give me death,"" I have a dream," the drama"Thunderstorm "," Romeo and Juliet", papers in the " traditional culture and culturaltradition "," Chinese and Western cultural resources ", etc.; while the text is beautifulclassic sense, in terms of aesthetic connotation, or have a very strong tool levelmodel of meaning. From " High School new curriculum standards " provisions andintent of Jiangsu textbook writing is not difficult to see that the language in highschool is not only greater than the difficulty of compulsory education, but moreabundant in the genre. Compared to the importance of compulsory educationspeaking and writing, mainly high school students in the humanities and aestheticcapabilities, and instrumental applications deeper on this basis. This paper arguesthat the tool is a fundamental property of language subjects, while the level ofstudents ability to use language is also a measure of its ability to level the importanceof aesthetic reference, promote aesthetic does not mean denying its instrumentalside. Students should come to the aesthetic ability of language and tools of thehumanities and accurate grasp on a deep understanding of teachers to improvestudents aesthetic ability must rely on its humanities and enhance the overall abilityto use language, and vice versa.This paper discussed the connotation of Chinese aesthetic necessity oflanguage and the aesthetic characteristics of high school Chinese aesthetic,combining high school language teaching practice, and research activities in thepractice of aesthetic perception, imagination, emotion, etc., at the same time,explore deeper ways and means of aesthetic education under the background levelsof language use. In the course of discussion, the author trying to change blindnessaesthetic education classroom teachers strive to examine from a theoretical point ofhigh school language aesthetic education, while based on the perspective offront-line teachers, show practical significance of this article. This paper is divided into five chapters：The first chapter discusses the characteristics and meaning of languagesubjects, the use of specific teaching cases of aesthetic perception, aestheticimagination, made specifically addressed cultivate aesthetic emotion.The second chapter is an overview of the theory, focusing on the elaborationof acceptable aesthetics, and as a theoretical basis for aesthetic practice. Throughthe research status quo of Chinese aesthetic practice analysis, from which to graspthe direction of research and discovery problem.The third chapter by comparison with junior Chinese aesthetic, a clearaesthetic of high school language with its own characteristics, mainly selected thefollowing three perspectives: physical and mental development of students teachingmode characteristics, subject characteristics of high school language, high school.At the same time and from the level of teachers and students, discusses thesignificance of Chinese Aesthetics.Specific examples of the language from the fourth chapter aesthetic departure,I heard mainly from a higher level of literacy, and guide students to engage in aconscious aesthetic to explore ways to optimize the language of aesthetic education.The fifth chapter is a combination of the spirit of the new curriculum to classicalteaching, for example, to explore " the text, articles, culture," the classical teachingmodel, and strive to provide new ideas and models for high school languageteaching aesthetic.This study is based on the ability of Chinese aesthetic culture of the threelevels: the perception of beauty, appreciate beauty, to create beauty. In the courseof the study, the author of Chinese aesthetic practice starting to collect and organizethe teaching vivid first-line case, features with aesthetic theory aesthetic of highschool language teaching and the implementation of specific ways to carry outfeasibility studies, in order for language teachers provide a valuable reference.This paper considers the aesthetic quality of students is a core element of theirmental development, based on changes in educational philosophy, aestheticlanguage school language teaching should become a central part of a " three-dimensional object," Teaching the first prerequisite. Language aesthetic pointof a student s mind, aesthetic language should become a " state " of education andnot just merely emotional education in the traditional sense.Propose and study of this subject, has a relatively distinct times and practicalsignificance, has some theoretical depth and operational value.