Students In Secondary School Art Teaching Culture Of Aesthetic Emotion

Ability of the aesthetic emotion is an important aesthetic component, which, aesthetic awareness, aesthetic judgments, aesthetic creation, etc. together constitute an organic unity of the aesthetic psychological structure, the level of people's aesthetic ability, depending on the aesthetic level of psychological structure of each local building. As if the emotional power, then, aesthetic emotional impact, the dominant aesthetic psychological structure of each component, so rich and full of aesthetic emotion to human development is very important. Looking at all aspects of teaching middle school art, regardless of Works, skills, skills training, production and other modern technology, students have a comprehensive understanding of the beauty of an individual's performance, a sense, the aesthetic value judgments are inseparable rich and full of emotion, it is the art education to give students the emotional power system, through art and literature courses, and music students together to promote healthy personality development.In this paper, literature, social investigation, logical analysis and other research methods, teaching middle school students in the art of aesthetic emotion raise the issue of students gave research to improve the current process of teaching high school art some of the problems that exist in order to promote students and enrich the rich aesthetic emotion. This article first students in secondary school art teaching the theory of aesthetic emotion culture were discussed, through the identification of the meaning of aesthetic emotion, emotion of aesthetic characteristics of middle school students to seize its position and characteristics of teaching an analysis of aesthetic emotion in the proposed middle school students on the basis of the need for training, teaching middle school art students find the aesthetic effect of emotion and advantages. Then, this paper focuses on the teaching of students in secondary school art aesthetic emotion present situation and the lack of training are analyzed, through the introduction of middle school students develop aesthetic emotion, aesthetic emotion culture that has the following aspects of the missing, first, the existence of biased teaching concepts, aesthetic education are not taken seriously; second, teaching content boring, work feelings difficult to reproduce; Third, the teaching model of a single old aesthetic experience can not show; Fourth, the role of teachers, lack of guidance, aesthetic emotion is difficult to sublimation; Finally, the status of student body lack of aesthetic perception much depressed. Finally, the paper highlighted a high school student in fine arts teaching strategies and develop the aesthetic quality of the practical measures that come from the following aspects of the issue to be addressed:update teaching concepts, attention to aesthetic education; rich course content, presentation of a work's aesthetic emotion; reform of teaching mode, and guide students to aesthetic experience; characteristics of aesthetic emotion from the starting middle school students, personalized teaching; identify entry points for students aesthetic emotion to guide direct perception and aesthetic experience; strengthen the guiding role of teachers and raise the students aesthetic emotion; inspire students enthusiasm, of students to aesthetic emotion sublimation; students play the main role in promoting the formation of aesthetic perception of students.