A Study Of Aesthetic Education In Classical Chinese Teaching In Senior High School

From the beginning of 1980s, the aesthetic education in China has aroused the concern of the educational circles. Chinese subjects have special advantages in aesthetic education, Chinese teaching is an important area of the implementation of aesthetic education in middle school, and classical Chinese teaching is one of the main ways to realize aesthetic education in middle school. But all along, the quality of classical Chinese teaching is not high and difficult, in which the lack of aesthetic education in classical Chinese is a prominent problem.In this paper, to the implementation of aesthetic education in the teaching of classical Chinese in senior high school as the research object, with Su taught version of high school language teaching material text on the main basis, to high school students of classical Chinese learning situation questionnaire survey, the teaching of classical Chinese in senior high school aesthetic education questionnaire survey and teaching Chinese teacher in senior high school writings in classical style and aesthetic interview survey is the foundation of the research, and discusses the problem of how to implement aesthetic education in the teaching of classical Chinese in senior high school.This thesis consists of five parts.Introduction, combs the predecessors in three aspects of high school writings in classical Chinese aesthetic research achievements. It is pointed out that the some shortcomings exist in these achievements, illustrates the research value and significance, objectives and methods.In the first chapter of the classical Chinese high school students to learn the status of questionnaire survey, the teaching of classical Chinese in senior high school aesthetic education questionnaire, Chinese teacher in senior high school writings in classical style and the esthetic education teaching interview survey and analysis of the survey results, from two aspects of students and teachers to find out some problems existing in the current senior Chinese classical aesthetic education and its causes.The second chapter introduces the implementation of psychology basis of aesthetic education in the teaching of classical Chinese in senior high school;combined with the requirements of high school language curriculum standard, discusses the implementation of aesthetic education of Chinese subject according to the teaching of classical Chinese in senior high school; at the same time, Su teach edition of Chinese textbook for senior middle school mainly, supplemented by other versions of high school language teaching materials and other information, classified according to text content and form, to tease out the factors of aesthetic education in classical Chinese in senior high school textbooks. Lay the theoretical foundation for the follow-up discussion in this paper.In the third chapter, combined with the high school new curriculum concept, follow the requirements of high school language curriculum standard, proposed from shaping teachers’ noble personality, update teaching concepts, enhance teachers’aesthetic ability of three approaches to improve the aesthetic accomplishment of Chinese teachers in senior high school; in the classroom teaching language teachers through the creation of scenarios, to strengthen the reading and unfolding imagination as a method of improving of carrying out the aesthetic education in classical Chinese teaching, in order to explore the implementation of strategy of aesthetic education in the teaching of classical Chinese in senior high school.In the conclusion part, the paper summarizes some important problems and their solutions, and points out the deficiencies of this thesis.In brief, the discussion of issues related to the aesthetic education of classical Chinese in high school, can effectively improved high school writings in classical Chinese teaching situation, improve the effectiveness of classroom teaching of classical Chinese, enhance the aesthetic literacy of high school students, promote students’ individual aesthetic development.