On Teaching Mode Of Students' Aesthetic Quality Education

Esthetics education is a trend in contemporary Chinese education. It is directly related to the character building of this cross-century generation and will be the momentum for the continuous development of human society. Esthetics education is also an essential way of enhancing the general quality of human beings. However, esthetics education has long been neglected, due to the narrow-minded interpretation of our national education policies and the misunderstanding of the relationship between esthetics education, ethics education, intellectual education and physical education. It is, therefore, meaningful and realistic to research on the innovative teaching model of emphasizing esthetics education. This paper intends to make an in-depth analysis of the contents and functions of esthetics education, aiming to enhance the awareness of the administrations and principals in schools. The paper also brings in a new set of models for esthetics education, and dwells on the necessity and feasibility of constructing the new model in question. It is hoped that our study will provide rationale and new thinking for the reforms and teaching models of esthetics courses.This study adopted the Questionnaire on the Current Situation of Esthetics Quality Education, created by Dr. Yanqin Peng. Through the survey, data on the current situation of middle school esthetics education in Qingdao City were collected, analyzed and discussed. The participants were teachers from five middle schools in Qingdao, namely Qingdao Art School, Qingdao No. 13 Middle School, Qingdao No. 39 Middle School, Qingdao No. 43 Middle School and Qingdao No. 50 Middle School. The data were analyzed using SPSS11.5. T-test, Chi-square, Pearson correlation and other analysis were run. The analysis results are as follows:1. Esthetics quality education is the result of the interaction between many factors, which depends on the co-efforts from the school administrations and the teachers.2. The score differences between teachers of various subjects were obvious--- Art teachers scored much higher in artistic creativity than teachers of liberal arts and science; in insights into life, art teachers scored much higher than science teachers; in image creating teaching, liberal art teachers did not score as high as the art and science teachers; in sensing ability, science teachers scored much lower than art teachers; in total score, art teachers'scores were obviously higher than science teachers.