| Eco-aesthetics for the middle school students relates directly to development of the ecological environment in the future. In school education, infiltrating eco-aesthetic education could train students’home consciousness as well as nurture them view the ecological environment from the perspective of the aesthetic. However, at present time, there are lots of students who failing to understand or interpret correctly to the eco-aesthetic, lacking of emotion in eco-environment. To remedy this situation, the paper explores an approach to infiltrate eco-aesthetics education into middle school biology education based on the theory of eco-aesthetics conception. Firstly, the thesis surveyed the current status of eco-aesthetics in middle school education through a great deal of research, and then designed the experimental research according to the data results. The author thoroughly excavated the joint of middle school biology and eco-aesthetics in order to make rational arrangement to the contents of eco-aesthetics courses, and proposed to integrate the multiple infiltrations in the education, so as to attain the aim of enhancing the level of eco-aesthetics for middle school students.The research obtains following results:1. Under the background of systematically eco-aesthetics education, students generally showed their higher consciousness of aesthetics of environment.2. Students have deeper understandings to the ecosystem through the infiltrating of eco-aesthetics, meanwhile, the level of ecological knowledge has been significantly raised3. Under the nurture of eco-aesthetics, it fertilized students’emotion experience as well as enhanced their learning interest.4. Academic records of students have been improved for infiltrating eco-aesthetics in middle school education, and achieved better teaching objectives. Therefore, it is extremely essential that the infiltration of eco-aesthetics education into middle school biology education which is effective and feasible. |
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