Viewing History Aesthetic Education From The Perspective Of History Teaching In Senior High School

Aesthetic education is an imperative task in China's education.We can promote and deepen moral education and even the whole education through aesthetic education,including historical aesthetic education.The history class is also an important base for aesthetic education.Historical aesthetic education plays an important role in the whole education of our country.Many high school history teachers unconsciously cultivate students' aesthetic ability on their own posts,but rarely have a clear understanding of the concepts,contents and methods of historical aesthetic education.This study re-examines the historical aesthetic education from the perspective of high school history teaching,and further analyzes the high school history teaching methods,which not only helps to improve the teaching level of teachers,but also helps to gradually establish the correct aesthetics and nobleness of high school students' aesthetic taste.This study aims to achieve the purpose of using the beauty of history to cultivate sentiment,purify the soul,and cultivate a healthy personality of high school students.This study is divided into four parts.The first part is the introduction of this study.The introduction part includes the background of the research,the purpose and significance of the research,the research methods and literature review.The second part introduces the theoretical basis of high school history aesthetic education research.Firstly,it defines the related concepts of beauty,aesthetics and aesthetic education.Secondly,it makes a study on the aesthetic education of the high school and the aesthetics and aesthetic education of history discipline.The third part is about the content of high school history aesthetic education,which is divided into the historical "truth beauty",the historical "good and noble beauty",the historical character beauty and the historical writing beauty,and the form and content of the four historical aesthetics are explained respectively.The last part is to discuss the teaching strategies of high school history aesthetic education.Firstly,"General High School History Curriculum Standards(2017)" divides the basic content of history learning into 24 themes.Based on these 24 themes,this study analyzes the content of history aesthetic education in high schools.And then based on the vision of the development of high school history aesthetic education,the following six countermeasures and directions are proposed: First,pave a historic journey of seeking truth and exploring,that is,teachers should carefully create teaching design and practically carry out truth-seeking teaching.In the process of seeking truth,we will appreciate the "true beauty" of history.Second,we should pay attention to theteaching of historical tragedy.When we appreciate the tragedy,the spirit of the students is improved and the mind is purified.Teachers should think about strategies to enhance the appeal of tragic beauty.After the teachers create a tragic classroom atmosphere,the students are guided in time to think about the nature of various tragic phenomena.Third,not to stick to one pattern,grasp the character line in history teaching.In the process of teaching,teachers should strive to present the reason and emotion,glory and dream,fight and struggle of historical figures.This process not only reflects the strong humanistic feelings,but also achieves good teaching effects and aesthetic experience;Fourth,give students a higher quality aesthetic reading experience.On the one hand,deconstruct the textbooks,and creatively adapt the content of the textbooks according to the requirements of the curriculum standards.On the other hand,encourage students to carry out extracurricular readings to enhance the sensitivity of historical beauty.Fifth,enhance the language expression and appeal of teachers.High school history aesthetic education must pay attention to the language beauty of teachers.The words of history teachers must be scientific,but also detailed,clear,thoughtful and emotional.Sixth,respect the aesthetic personality of students.Teachers should face up to students' differences,and teaching methods should be targeted.