Research On The Aesthetic Education Practice Of High School Ancient Poetry From The Perspective Of Practical Ontology Aesthetics

The ancient poetry is a cultural classic that has been passed down for thousands of years by the Chinese nation.The ancient poetry and art works selected in the high school Chinese textbooks are more literary and beautiful.However,for many students,the ancient poetry is just a pile of wall of classical knowledge.It is a lack of appreciation for the beauty contained in it.The ancient poetry text is not boring.It contains rich rhythm beauty,image beauty,emotional beauty,etc.However,in the teaching of ancient poetry,many teachers invisibly ignore the aesthetic factors of ancient poetry texts and make ancient poetry teaching.Trapped into a model of mud.The same boring teaching mode has also made many students unable to improve their aesthetic appreciation and interest in ancient poetry.The author takes the status quo of high school,ancient Chinese poetry and art education as the research object.Taking some high school teachers and students in the internship school and his ancient poetry teaching classroom as an example,through the questionnaire survey,interview,classroom observation and other research methods,the author finds the current high school ancient poetry and aesthetic education teaching.Some of the current statuses include:from the perspective of aesthetic activities,students' aesthetic needs,ideals,and tastes are gender-neutral;from the aesthetic form,students do not understand the aesthetic forms such as neutrality,magic,temperament,and artistic conception;from the aesthetic experience,students The aesthetic experience of perception,imagination and understanding is insufficient;from the aesthetic point of view,teachers and students lack the artistic creation of ancient poetry;from the goals and principles of aesthetic education,the goal of aesthetic education is broadly blurred or neglected.The reasons behind it are: in aesthetic activities,students have aesthetic needs and interests;teachers focus on improving students' aesthetic interests.In theaesthetic form,the teacher has a vague understanding of the four basic aesthetic forms of the ancient times;the students' life experience and knowledge reserve are insufficient.In the aesthetic experience,students neglect the appreciation and accumulation of extracurricular ancient poetry;teachers value the teaching mode of ancient poetry appreciation.In the aesthetics of art,the utilitarianism should influence the students' enthusiasm for the creation of ancient poetry;the teacher's ancient poetry creation ability needs to be improved.In the goals and principles of aesthetic education,students have insufficient understanding of the importance of ancient poetry and aesthetic education;teachers' aesthetic knowledge reserves are insufficient.Finally,based on Mr.Zhu Liyuan's practical ontology aesthetic theory,the author carried out the teaching practice of high school ancient poetry and aesthetics from five aspects:aesthetic activity,aesthetic form,aesthetic experience,artistic aesthetics,the goals and principles of aesthetic education,put forward some practical suggestions.Specifically,watch the ancient poetry and TV programs to cultivate aesthetic interest;create a situation and become the protagonist.Practice what is learned and actually define the connotation of aesthetic form;teachers should enhance aesthetics through reading and learning.Students should appreciate ancient poetry and literature,accumulate aesthetic experience,and pay attention to the reading process of ancient poetry.Pay attention to the use of ancient poetry and essays after class;improve the students' enthusiasm for the appreciation of ancient poetry through the exchange of notes.Clarify the goal of aesthetic education,combine the reality;adhere to the activity as the center.The above suggestions are intended to provide some inspiration and reference for the teaching of ancient poetry and aesthetics for high school Chinese teachers.