A Study On The Reading Teaching In The Whole Book Of Aesthetic Appreciation In High School

The whole book reading teaching,as an important part of the Chinese curriculum content,is based on the reading of classical works as a medium to cultivate students' core qualities.Such as language construction and application,thinking development and promotion,aesthetic appreciation and creation,cultural heritage and understanding.It is a kind of teaching with the characteristics of richness of content,diversity of thinking and integrity of implementation.Through the students' active learning,teachers can solve the difficulties encountered in the process of reading the whole book are answered in order to enable students to acquire reading methods,cultivate good reading habits,exercise students' thinking mode,and improve students' aesthetic appreciation and creativity.In this study,three teachers of different teaching ages were interviewed,173 senior high school students of different grades in four schools were surveyed,and "Ordinary World" was taken as an example to investigate the current situation of aesthetic appreciation in the whole book reading teaching in senior high schools.The survey found that there are the following problems in the aesthetic appreciation of the whole book reading teaching in senior high school: they have strong interest in reading,but lack of reading time;there are a large number of readers,but lack of deeping reading;aesthetic perception is acceptable,but there are difficulties in appreciation;appreciation ability is general,and they need guidance from many sides;teachers' teaching methods are single,and they pay too much attention to the result-oriented.Based on these investigations,the study finds that the causes of these problems are:utilitarian reading teaching,they pay over-emphasis on reading results;on general reading process,and they will not choose the content of appreciation;students' aesthetic literacy is insufficient,appreciation difficulties are difficult to solve;teachers lack aesthetic appreciation knowledge,their aesthetic guidance is insufficient;their reading implementation is not in place,and aesthetic appreciation lacks evaluation standards.Based on the above investigation and analysis,this study puts forward five corresponding training strategies: to construct the aesthetic process and guide the wholebook to read and appreciate;to clarify the content of appreciation,to taste and chant in reading;to teach appreciation methods,to breed aesthetic literacy in reading;to enrich teachers' aesthetic knowledge,to enhance aesthetic guidance;to implement the whole book to read,and to define the standards of appreciation and evaluation.