Research On The Situation And Optimization Strategy Of Mathematics Teaching Penetrating Aesthetic Education In Primary School

The core quality of students' development is the essential character and key ability that students should have to adapt to the needs of life-long development and social development.As one of the key points of core literacy,cultivating aesthetic taste is not only the urgent need of developing students' core quality,but also the important link of realizing the basic task of cultivating moral people.As the main teaching subject of primary school,mathematics needs to undertake the important responsibility of aesthetic education.Teachers should permeate aesthetic education in primary school mathematics teaching to achieve the effect of great aesthetic education.However,as a carrier of aesthetic education,mathematics teaching in primary school has not been get enough attention and has not played its due role.Therefore,we should have a comprehensive understanding of the situation of mathematics teaching penetrating aesthetic education in primary school,finding out the problems and root causes,and seeking strategies to solve the problems,these have a positive significance for the development of core literacy and the realization of the fundamental task of moral education.This paper comprehensively analyzes the existing research results at home and abroad.Specifically,it includes the beauty of mathematics teaching,the penetration of aesthetic education into mathematics teaching,the aesthetic education strategies from the perspective of aesthetic taste cultivation,and others.This paper clarifies the core concepts of core literacy,aesthetic taste,and others.And this paper defines the research ideas and methods,expounds the theory of empirical aesthetics,aesthetic taste in core literacy,mathematical beauty and teaching beauty,and others.These theory establishes the necessary basis for the research.This paper makes an investigation about the situation of mathematics teaching penetrating aesthetic education in eight primary schools of the second circle of Chengdu through questionnaires and interviews.From the perspective of cultivating aesthetic taste,the investigation finds that primary school mathematics permeates some aesthetic education,but there are some outstanding problems,such as the lack of comprehensivesupport for aesthetic feeling,the lack of active guidance for aesthetic appreciation,the suppression of the cultivation process of aesthetic emotion,and the lack of good protection for aesthetic imagination.The root of the problem is that the primary school mathematics teachers lack the necessary literacy of aesthetic education penetration through teaching,the school fails to form a sound mechanism of aesthetic education penetration through teaching,and the social environment and parents lack the due support for the school's aesthetic education penetration through teaching.Therefore.We need optimize the aesthetic education penetration in primary school mathematics teaching and improve the quality of students' beauty.First of all,providing quality aesthetic education contents by digging the beauty of mathematics teaching materials,discovering the beauty of real life and exploring the beauty of other subjects;Secondly,increasing students' aesthetic emotional experience by enriching teaching forms and combining life experience;Thirdly,using modern media technology and creating a democratic atmosphere to create a great teaching environment;Finally,striving to give enough imagination space and designing a variety of evaluation methods to adapt to the individual differences of students' aesthetic taste.We should attach importance to aesthetic education penetration through teaching including primary school mathematics teaching.Aesthetic education penetration through teaching perfect the great aesthetic education system,cultivate students' aesthetic taste and enhance the effectiveness of aesthetic education.It has an irreplaceable significance for the development of primary school students' core literacy and the realization of the basic task of cultivating moral students.