The Research On Prose Teaching In Experiencing Aesthetics Perspective

The subject of prose teaching in experiencing aesthetics perspective is to research andexperience the roles of aesthetic theory in modern prose teaching from this angle that experienceis the ultimate goal of prose teaching. And then the thesis proposes with experience aestheticstheory to guide the prose teaching. And it studies prose teaching strategy with experience as thebreakthrough point of prose teaching.In the new standard, prose teaching emphasizes the feelings of student experience . But inthe practical prose teaching, it exist the unharmonious phenomenon of prose features,stereotyped teaching thinking and formalized teaching process. So it is very important to studythe breakthrough point of prose teaching. On the basis of studying a large number of literatures,the thesis analyses the breakthrough point of prose teaching the many teachers make. From theindividual characteristics, the thesis makes a conclusion of subjectivity characteristics of proseemotion, lax characteristics of prose style and clever characteristics of prose image. On the basisof studying stylistic characteristics of prose, the thesis has explored that the prose teaching inexperiencing aesthetics perspective has the following characteristics that prose teaching is a kindof experiential teaching, aesthetic teaching, opening teaching and sensei teaching. On the basisof theoretical analysis, the thesis puts forward the construction of aesthetic experience field ofprose classroom teaching in experiencing aesthetics perspective. We can do prose teaching underthe vision of experience aesthetic with this strategy. The thesis puts forward suggestions in twoaspects on how to construct aesthetic experience field of prose classroom teaching inexperiencing aesthetics perspective. One is to create experience situation of prose classroomteaching accord with experience aesthetic view. The other is to look for the emotional point ofprose classroom teaching under the vision of experience aesthetics.This thesis is divided into four parts:Part I: Analysis of the significance of teaching experience aesthetic vision prose. It startsfrom the interpretation of the view from the experience of aesthetic theory and the significance of two aspects of teaching experience aesthetic theory prose elaboration. The first level, theauthor combed the experience of aesthetic experience point of view, in order to generalize theexperience aesthetic vision of the meaning of the experience; second level examines the status ofteaching of prose as well as the problems, discusses the experience of aesthetic theory meaningprose teaching.PartⅡ: Analysis of the characteristics of the prose style of the experience aesthetic vision.This prose stylistics has three characteristics: the main characteristics of the prose emotion; thediscursive qualities of the prose style; image of the facial characteristics of prose.PartⅢ: Analysis of the characteristics of prose teaching experience aesthetic vision:teaching of prose is an experience of teaching; prose teaching is a kind of aesthetic teaching;prose teaching is an open teaching; prose teaching is a wake-up teaching.PartⅣ: The construction of the aesthetic field of classroom teaching experience aestheticvision prose. This part has two levels of elaboration. The first level combed the esthetic point ofview of the now popular in the profession of teaching theory several classroom teaching, and onthis basis, combined with the experience of aesthetic theory on prose classroom teachingaesthetic field. The second level put forward some constructive opinions on the construction ofthe aesthetic field of prose classroom: first to create aesthetic prose classroom teaching situationand second to explore the emotional meeting point of the prose classroom teaching.The thesis has certain reference value and practical significance to optimize prose teachingstrategy, develop students’prose learning ability and realize the effectiveness of prose teaching.