The Research To Chinese Tragic Works In Terms Of Chinese Senior School Chinese Literature

The new curriculum standard clearly pointed out that the aesthetic education can help to promote the comprehensive development of knowledge,recognition and will.The Chinese literature has special function of aesthetic.It could help students to recognize the aesthetic perception and value and perfect students' personality.The middle school is an essential period for students to form a healthy personality.The teaching materials published by People's Education Press adjusts to demand of students 'growth,and many works with "tragic beauty" are the beneficial carriers of students' aesthetic education.However,there are still some problems are existed which need to be solved urgently according to the current situation of the teaching of tragic works.These are that firstly,teacher lack the sense to value the aesthetic and utilize the negative,to some degree,to teach.Secondly,a number of students are not interested in reading the tragic works,so they do not have the ability to appreciate the literature.To ensure the aesthetic teaching to be implemented efficiently,this article used the literature research method,the questionnaire survey and teaching practice to analyze the existing problems in the aesthetic teaching.In accordance with the guidance of the view of Chinese literature and Tragic theory,this dissertation research the types and feasibility of tragic works for teaching,adequately understand the aesthetic value tragic works.In the premise of analyzing the a number of teaching practice,I will provide teaching strategies based on compulsory Chinese literature published by People's Education Press.First of all,paying attention to teaching scene and creating the tragic aesthetic atmosphere.Secondly,grasping the plots of the articles and understanding the writing as a whole.The third one is recreating the roles according to the students' aesthetic way.The fourth one is grasping the details of the writing and achieving the aesthetic experience in appreciation.The fifth one is the improving the students' emotion after the break of the tragedy.