On The Implementation Of Ecological Aesthetic Education In High School Geography Teaching

Since entering the 21st century, ecological problems have become the focus of attention throughout the world. Serious environmental pollution and ecological damage has been a direct threat to the survival of people. Hence ecological aesthetic education came into being.By literature research method, this article summarized relevant research dynamics in ecological aesthetic education in geography teaching, inquiring into two main connotaitons of ecological aesthetic education:ecological aesthetics view and ecological existence view. It is pointed out that the main features of ecological aesthetic education are figurativeness, emotionality and participation, on the basis of which ecological aesthetic education and ecological education are differentiated in educational objective, education way and educational content. For senior high school students majoring in geography, combined with the writer's own teaching practice, this paper elaborated on the necessity of ecological aesthetic education in junior high school geography teaching from five perspectives of junior high school geography curriculum standard, status quo of senior high school geography teaching, deterioration of the nature and social environment, construction of correct esthetic value view and self-improvement of ecological aesthetic education. While the feasibility is reflected in that junior high school geography textbooks are rich in ecological aesthetic material, and junior high school students are equipped with the ability to carry out ecological aesthetics and accumulated a certain amount of ecological aesthetic experience. The significance of ecological aesthetic education in helping students to establish correct ecological aesthetic attitude, ecological aesthetic life style, ecological existence consciousness and the importance of promoting the teaching of geography subject in senior high school are clarified in this paper. Under the guidance of principle of exerting ecological aesthetic education, the article summarizes the four main approaches to implementing ecological aesthetic education in the teaching of senior high school geography. Firstly, geography teaching materials are emphasized and explored to improve students' ecological aesthetic perception, Secondly, design of geography teaching process is optimized to deepen students' ecological aesthetic understanding. Thirdly, extra-curricular activities on geography are reasonably carried out to enhance students' ecological aesthetic perception and experience. Lastly, geography teachers' aesthetic education quality is strengthened to improve students' ecological aesthetic effect.The research of this paper is of reference significance to construct senior high school geography aesthetic education model in theory. In reality, it provides an effective way to cultivating students' correct ecological existence view and ecological aesthetics view as well as improving the teaching effect of this subject.