Under The Background Of New Curriculum To Explore Aesthetic Education In Chinese Teaching Practice

At present, our country is in a period of great change, People’s living standards, lifestyle, the concept of life are all going through great changes, These changes affect the education, coupled with the inherent flaws in the original education. This gives the development of education, the growth of the students with great harm. The end of last century Chinese language to the big discussion causing the whole course of the big reform. Now, High school curriculum reform is nearly ten years, there are still many problems. Firstly,The backward traditional thoughts on Chinese language teaching have all kinds of adverse effects, such as "excellent learning for official" ideology, utilitarian thinking, the idea of supremacy of the interests, these backward traditional thoughts have a utilitarian misunderstanding, neglect educational function of education, ignoring the growth of the educatee. Secondly,unhealthy social status quo to Chinese language teaching also have all kinds of adverse effects, such as education of the uneven status and unfair conditions, conflict of quality education and examination-oriented education, and education of dependent and independent status. Thirdly, in the past Chinese language excessive to the pursuit of objectivity, accuracy, standardization, and rational analysis the emotional problems, even quantitative, with the addition of one-sided pursuit of achievement and transition rates, aim of student learning is not for the healthy development of personality, but for higher education.In view of the above problems, Chinese language education should return to the emotional education, back to the aesthetic education. Chinese language education has a comprehensive nature and the multiple functions, language courses schedule, rhythm arrangements, and atmosphere build all have aesthetic factors, profound humanities and abundant emotionality of Chinese language education also contains aesthetic factors.My article is in view of the current problems, To explore in high school language teaching how to implement aesthetic education, To improve the students’ Chinese accomplishment and improve the students’ equilibrium and individualize development.My consists of the following several parts:The first chapter, At home and abroad on the subject research situation and trend、 the goal of research、Main Research Conten、to solve the key problems、Research value and research methods. The second chapter, implement aesthetic education of necessity and feasibility.all kinds of adverse effects of the backward traditional thoughts and unhealthy social status quo is the necessity of aesthetic education implementing. profound humanities and abundant emotionality of Chinese language and teaching materials hidden aesthetic factors are feasibility of implementing of aesthetic education.The third chapter, Combined with the material analysis research status of aesthetic education in our country. This chapter outlines the history of China’s aesthetic and traces the source of the aesthetic, analyse the development of the secondary schools of aesthetic education and the status quo, and with a focus on the main teaching students’ psychological characteristics and aesthetic characteristics.The fourth chapter, In high school Chinese textbooks as example, analyse three principles of aesthetic education in the language teaching and the three methods of aesthetic implementation in language teaching, In the language classroom teaching to explore the specific strategies and methods of aesthetic education.The fifth chapter, The aesthetic education of Chinese in the implementation process should pay attention to several issues.