Investigation And Countermeasure Research On Present Situation Of Aesthetic Education In Junior Middle School Chinese Novels

Nowadays, Aesthetic Education as one of important content in middle schoolChinese teaching which receiving increasing attention by public. However, thecurrent Chinese teaching has not address to low popularization rate of aestheticeducation, even some of teaching might relevant to aesthetic teaching but which arenot real aesthetic. Fiction as one of most popular stylistic for student which hasirreplaceable position in middle school Chinese teaching, but majority of fictioneducation is bound by old teaching model, that ignore receive psychological ofstudent, ignore to improve how to culture student aesthetic emotion and aestheticability, all above of these factors are lead to low efficiency of student learning. Thus,to strengthen research on currant novel aesthetic education of middle school Chineseteaching has realistic significance, it not only has active role to deepen theoreticalstudy on aesthetic teaching, but also can promote to Chinese fiction teaching ofmiddle school and improve cultural and humanities accomplishment for students.The article consists by five parts. The introduction mainly brief elaborate to thevalue and purpose of study middle school Chinese fiction aesthetic teaching. Thefirst chapter of article mainly analyzing the current situation of fiction aestheticteaching in Liuzhou No.46middle school, and presented the issue within teachingprocess of fiction aesthetic education. Feasibility analysis of the second chapter fromthe students of junior high school Chinese novels and novels of aestheticeducation, to put forward the Countermeasures of more targeted. The third chapter isthe focus of this paper, mainly based on the existing junior high schoolChinese novels in aesthetic education, teachers, teaching from the process point ofview, put forward the implementation strategies and methods of aestheticeducation in the novel. The forth chapter of article is mainly combining to teachingpractice, with “Theatrical performances”—social drama as example to reflect theexemplification of middle school aesthetic teaching. The conclusion has narrated insignificance in the article and orientation of research development.