Research On The Cultivation Of Aesthetic Literacy Of Senior High School In Chinese Reading Teaching

In 2017,the National Chinese Curriculum Standards for Senior High Schools put forward the basic idea on in-depth reform of Chinese curriculum based on core competency,which mainly includes four aspects: “the construction and application of language”,“thinking the development and improvement of thoughts”,“the appreciation and creation of beauty” and “the inheritance and understanding of cultures”.The cultivation of Aesthetic literacy has become an important task in Chinese teaching.Chinese teaching can enrich students' aesthetic experience and edify them with beauty.Also it can improve students' aesthetic consciousness and cultivate their noble aesthetic sentiment.In addition,it can as well as improve students' ability of aesthetic perception and aesthetic creation.Reading teaching is an important part of Chinese teaching in senior high school and plays an important role in cultivating students' Aesthetic literacy.In order to understand students' cultivation of aesthetic literacy of Chinese reading teaching in senior high schools,the author takes Lvliang Senior Experimental School and Linxian Senior High School of Shanxi province as examples to conduct research.The paper is divided into six parts.The first part elaborates the background and significance of the research.The research status of aesthetic literacy training at home and abroad and the concepts of reading,reading teaching and aesthetic literacy are summarized.The main research methods used in this paper include literature research method,questionnaire survey method,interview method and case analysis method.Through literature review,the core concept reading,reading teaching and aesthetic literacy in this paper are defined.In the second part,the author sets up the cultivation goal of aesthetic literacy in Chinese reading teaching according to the National Chinese Curriculum Standards for Senior High Schools and the requirements of aesthetic consciousness,aesthetic ability and aesthetic psychological construction of Chinese aesthetic education.Besides,600 students and 60 Chinese teachers from Lvliang Senior Experimental School and Linxian Senior High School are investigated and interviewed.Following three questions are researched:(1)What is the current status of students' aesthetic literacy in high schools?(2)What reasons influences the cultivation of students' aesthetic literacy?(3)How to cultivate senior high school students' Aesthetic literacy in reading teaching? Through questionnaires survey and further interviews,it is found that the current status of the cultivation of senior high school students' aesthetic literacy is not optimistic.Most senior high school students lack of aesthetic literacy.Based on the actual situation of the two senior high schools,the author analyzes the reasons for the students' lack of aesthetic literacy from the perspectives of students and teachers.For students,it is mainly because of their lack of aesthetic consciousness,imperfect aesthetic psychological mechanism and insufficient aesthetic ability.For teachers,it is mainly because the Chinese teachers' teaching methods are stereotyped and their aesthetic qualities are not high.What's more,the author analyzes the existing problems of reading teaching on the cultivation of aesthetic literacy through the cases of literature reading teaching in two senior high schools.Finally,the strategies of cultivating senior high school students' Aesthetic literacy in reading teaching are put forward from the perspectives of students and teachers:(1)Students should improve their aesthetic psychological mechanism and develop their awareness of aesthetic literacy.(2)Teachers should combine situational teaching,comparative teaching,reading and writing with reading teaching to improve students' aesthetic perception,appreciation and creativity.(3)Teachers also should improve their aesthetic literacy through theoretical learning and practice and give targeted reading guidance to students,so as to give full play to the guiding role of teachers in cultivating students' aesthetic literacy.