Primary And Secondary School Language Teaching Material Aesthetic Teaching And Research Of The Central African Literature

This paper mainly does a research on the aesthetic teaching in the non-fiction works ofthe Chinese textbooks. The ministry of education announced the long prepared newcurriculum standard for compulsory education in2012, which greatly emphasized training thestudents in Chinese reading, writing and oral communication, and recommended the studentsread some extracurricular reading books including science fictions, all kinds of historical andcultural works, biographies and works on common sense in science after school. The Chinesecurriculum reform has made the Chinese curriculum variable in the aspect of the choice ofdirection. In this background, different features have turned up in various Chinese textbookspublished by more than one press.The non-fiction work refers to the style which differs from the literary ones in functionand purpose. It includes expository, practical and argumentative writings. The subject of theliterary style is intended to express the aesthetic emotion with creativity, while that of thenon-fiction style aims to reproduce the features, functions and usages of things and to clarifythe reasons. In the past Chinese teaching, people tended to stress more on the aestheticeducation in literary works, only to ignore the position of teaching non-fiction works inaesthetic education. Actually, non literary quality and beauty occupies a certain proportion inthe Chinese teaching material of middle and primary school. In the long run, it will affectstudents’ comprehensive learning of Chinese knowledge and improvement of the overallquality of the students.The aesthetic teaching of the Chinese language is a kind of optimized teaching carriedout by the performers to influence the learners in aesthetic appreciation by making full use ofthe aesthetic factors of the teaching media with the contemporary aesthetic consciousness soas to initiate the learners’ inner affection. Compared with the traditional teaching whichmainly focuses on the knowledge, the aesthetic teaching of Chinese, to be different, showsgreat fusion of both teaching and aesthetic laws and applies the aesthetic principles in Chineseteaching in great details. This kind of teaching is marvelously vivid, enjoyable, and creative.In the modern society, aesthetic teaching attracts more and more attention. For the teaching ofnon-literary works, aesthetic education can greatly improve the quality of teaching and alsoit plays an important role in improving the aesthetic quality of primary and middle schoolstudents.Based on the former studies and following the development of the Aesthetic psychology of the primary and middle school students, this paper provides implementation strategy ofnon-literary works of aesthetic teaching and reasonable assessment are proposed in this paperas well.This paper can be divided into five parts. The first part mainly analyses the background,the present situation, the purpose and the significance of the research; the research contentsand methods are presented in this part as well. The second part clears the concept of nonliterary works of aesthetic teaching, analyses the present teaching situation, and emphasizesthe significance of the non-literary works of aesthetic teaching. Starting from the aestheticteaching principles, the third part studies the non implementation approaches of literatureaesthetic teaching, puts forward the feasible strategies and analyses the relevant cases. Aimingat the implementation of aesthetic teaching， the fourth part puts forward the basis, principleand methods of teaching evaluation. From the perspective of teaching research anddevelopment, this part also proposes development trend of the evaluation reform. The last partsummarizes the main points of view and finds out the deficiencies. In the further teachingpractice, more studies should be continued in order to promote the comprehensivedevelopment of the quality of primary and secondary school students.