A Research On The Step-by-step Implementation Of Chinese Aesthetic Education In Architectural Secondary Vocational Schools

Due to a wrong interpretation of competency-based education theory, many architectural secondary vocational schools always stress the instrumentality of Chinese curriculum, and focus only on developing students' language using ability, but ignore the humanity of Chinese curriculum. This is contrary to the policy for quality-oriented education, bad for the cultivation of high-quality skilled talents. Architectural secondary vocational school students have aesthetic needs, so the effective implementation of Chinese aesthetic education can not only ensure the efficient development of competence-oriented education in architectural secondary vocational schools, but also help architectural secondary vocational school students with all-round development, career development and life-long development.Owing to the impact of aesthetic educational dependency theory in functional localization, the current research of secondary vocational Chinese aesthetic education has turned Chinese aesthetic education into an appendage to intellectual education and moral education in some degree, bad for its development in school teaching activities. Aesthetic education contains two activities——aesthetic appreciation and teaching, known as a dynamically generated psychological process. The implementation of secondary vocational Chinese aesthetic education should be researched based on the requirements of students' profession features and teaching syllabus in accordance with the cognitive development of students and the psychological law of aesthetic activities. Literature method, interview method, questionnaire method, induction method and deductive method are adopted for the research, aimed at applying the related theories of educational psychology and literary psychology to the implementation of Chinese aesthetic education in architectural secondary vocational schools, to promote the development of the research on the implementation of Chinese aesthetic education, so that full use should be made of the aesthetic education functions of Chinese aesthetic empathy in the competence-oriented education carried out by architectural secondary vocational schools.This paper falls into five chapters: the first chapter is the introduction, which consists of research objective and significance, research contents, research methods and procedures, research status, and theoretical foundation; the second chapter is about the definition of concepts for aesthetic education, Chinese curriculum in secondary vocational schools and Chinese aesthetic education in architectural secondary vocational schools; the third chapter analyzes the current misunderstanding of Chinese aesthetic education in architectural secondary vocational schools; the fourth chapter elaborates on four implementing steps of architectural secondary vocational Chinese aesthetic education——creation of an aesthetic mental state, perceptual experience of texts, generation of an aesthetic conception and professional extension of humanistic beauty, as well as the aesthetic development emphasized in each step——based on teaching examples using the related theories of educational psychology and literary psychology; the fifth chapter has briefly covered three evaluation principles of Chinese aesthetic education in architectural secondary vocational schools——the development principle, the comprehensive principle and the process principle.