Receptive Learning From The Perspective Of Receptive Aesthetics

Under the tide of new curriculum reform,on the one hand,receptive learning has been criticized,and on the other,it is one of the main learning methods in China's basic education.How to look at it objectively and to improve and reconstruct receptive learning by absorbing the nutrients of acceptance aesthetics is the main issue discussed in this article.The main body of the article is divided into three parts.The first chapter analyses the reason of accepting learning misunderstood,through to the acceptance learning,rote learning,passive learning,discovery learning of the four concepts,clarifying the accept the thinking process of learning,and made a reasonable positioning-learning is not equal to passive learning and rote learning,truly meaningful reception learning will not suppress the student's enthusiasm and creativity,teachers should change the thought,lead the students into real meaningful accepting study type.The second chapter compares and analyzes the disadvantages of the "three centers"("teacher center","book center",and "classroom center")in acceptance learning with the three core concepts of acceptance aesthetic theory,and finds that "reader awareness",""Expectation horizon" and "summoning theory" have considerable positive significance for thinking and overcoming the shortcomings of the "three centers" of receptive learning.With the acceptance of aesthetics as the theoretical guide,it is very scientific to begin to perfect and reconstruct the receptive learning.The third chapter takes junior middle school Chinese teaching practice as a specific case,and takes the relevant aesthetics of acceptance as the theoretical support.Aiming at the disadvantages of the "three centers" of traditional acceptance learning,three constructive ideas for acceptance learning are proposed:1.build a "composite subject"teacher-student relationship.Teachers and students occupy their respective main positions in the two teaching activities of "teaching" and "learning",interacting together on a topic,promoting the generation of the classroom,and thus achieving the real state of fair and equitable dialogue.2.The transformation from the traditional receptive learning of the "book center" to the receptive learning of the role of research teachers under the guidance of the aesthetic theory "Expectation Horizon",that is,changing the role of teachers,not copying teaching materials,copying teaching staff,and paying attention to knowledge update.Focus on students.3.The transformation from the traditional receptive learning of the "classroom center" to the new type of classroom preset and generated receptive learning under the guidance of the aesthetic theory of "summoning theory",the traditional static and closed state of classroom will be transformed into a dynamic and flexible classroom.This article takes the new curriculum standards as the criterion,re-examines the reasonable positioning of receptive learning,and relies on the relevant theories of acceptance aesthetics.Based on years of junior middle school Chinese teaching practice,it attempts to improve and reconstruct the new type of receptive learning under the guidance of acceptance aesthetics Way,looking forward to this kind of research and practice,to provide a little positive and effective thinking for junior high school Chinese classroom teaching under the constraints of the general class teaching system.