On Cultivation Of Children’ Aesthetic Imagination In Chinese Teaching

The idea that the new Chinese curriculum advocates is to attach importance to and promote the development of students’ aesthetic ability. Cultivation of Chinese aesthetic judgment is the important objective of Chinese curriculum. Among individual aesthetic abilities, aesthetic imagination stands as one of the most crucial abilities. The cultivation of aesthetic imagination in childhood has great influence on the development of one’ s life. In fundamental education, one of the most important subjects of children’s aesthetic imagination cultivation is the Chinese curriculum characterized by humanism and nationality. Though the art class in primary school shoulders the role of cultivating children’ s aesthetic imagination, Chinese course as the core curriculum in fundamental education plays a more important role in children’s aesthetic imagination cultivation.The thesis focused research perspective on children, who were less concerned in aesthetic imagination cultivation. Taking current issues of children’s imagination cultivation in primary Chinese teaching as the starting point, and aesthetics, aesthetic psychology and child psychology as the theoretical basis, the thesis investigated and analyzed the current situations of aesthetic imagination cultivation in Chinese curriculum based on requirements on children aesthetic of Chinese curriculum standards.According to the analysis of the reasons, the thesis put forward the principles and practical strategies of children’s aesthetic imagination cultivation in primary Chinese teaching.The thesis was divided into five parts. The first was introduction part,introducing the topic selection background, the current situations, significance general ideas and methods of the research conducted in the thesis. The second part was theoverview of children’s aesthetic imagination, illustrating the conception of imagination,aesthetic imagination and children’s aesthetic imagination. The third part was the theoretical basis of cultivating children’s aesthetic imagination in Chinese teaching, with emphasis on children aesthetic psychology and Chinese curriculum criteria. The fourth part was investigations of current situations of children’s aesthetic imagination cultivation in Chinese teaching by means of questionnaires and interviews. The fifth part was about teaching strategies of children’s aesthetic imagination cultivation from the perspectives of Chinese teaching principles, practical strategies and so on.Of course, teaching is flexible. Only when the strategies and methods of cultivating children’s aesthetic mentioned herein are applied in primary Chinese teaching practice properly can students’ knowledge, emotion and action get developed harmoniously.