Chinese Eco-aesthetic Education In Middle School

Since ancient times,the idea of a harmonious relatioship between man and nature is advocated.However,with the development of society and technology,the relationship has deteriorated rapidly,which brings about a series of complicated problems.It is of great urgency and necessity to achieve that human is in harmony with nature.Eco-aesthetic education is a kind of emotional education,harmonious education.Following the knowledge targets of environmental education,middle school Chinese eco-aesthetic education endevours to upgrade ecological educatin to aesthetic education,makes students internalize the "ecological holism" and keep it as a life pursuit.To solve the problem of human,nature and soceity from the perspective of internal value has been a tendency of Chinese education.With survey results of middle schools in Hunan,Jiangsu,Guangdong and other places,the paper uses the emotion teaching theory to explore the connotation of Chinese aesthetic education and its implementation strategy.It is of practical significance and theoretical value to some degree.The paper is divided into four parts.The introduction explains the related concepts,research status,research scope,methods and basic viewpoints.The first chapter clarifies the necessity of implementing eco-aesthetic education.Chinese eco-aesthetic education is helpful to construct ecological civilization and develop students’ eco-aesthetic values and Chinese has its own advantage on eco-aesthetic education.The second one narrates the contents and characteristics of ecological education in middle school.With,a quantitative and qualitative analysis of the contents,researches on the distribution of ecological texts of several Chinese textbooks in middle schools,and classification from natural lyricism,revelation of natural crisis and problem-solving,it comes to a conclusion that the main features of Chinese eco-aesthetic education are figurative,emotional,hamonious and humanistic.The third chapter summarizes the current situation of Chinese eco-aesthetic education and discusses the principles of teaching design.As little attention is paid to eco-aesthetic education,the principles should contain the followings:improve students’ ecological accoplishment overall,regulate different learning contents for students,create teaching situation for eco-aesthetic education and employ comprehensive courses to reflect interdisciplinary.The last chapter investigates the teaching strategies of Chinese eco-aesthetic education in middle school,which includes highlighting emotion teaching,improving Chinese teachers,developing students’ interest in ecology,discovering hidden courses,opening the school-based courses,and uttilizing test to promote the evalution and so on.