High School Chinese Foreign Literature Based On Aesthetic Literacy Research On Teaching Status And Optimization Strategies

Foreign literature is an indispensable part of Chinese teaching in high schools.It can not only broaden students' horizons,enable students to understand multiculturalism,but also cultivate students' humanities and aesthetics.However,in the current classroom teaching of foreign literature,teachers often only focus on the teaching of basic knowledge,and rarely guide students to perceive the rich aesthetic value in foreign literature.Based on the above present situation,the author chooses high school Chinese foreign literature teaching based on aesthetic literacy as the research object.This thesis takes some students and teachers of a middle school as the survey object,the research method is mainly quantitative research,and qualitative research is supplemented.The questionnaire in quantitative research is designed from the four dimensions of foreign literature aesthetic perception teaching,aesthetic emotion teaching,aesthetic appreciation teaching and aesthetic creation teaching;the interview content in qualitative research includes teachers' aesthetic teaching awareness,teaching objectives,teaching content,teaching Five aspects of methods and teaching evaluation are used to understand teachers' subjective feelings and thoughts on high school Chinese and foreign literature teaching.In addition,from the perspective of material reliability,combined with the observation method to supplement the materials obtained by questionnaires and interviews.Through the above research methods,the teaching status of high school Chinese and foreign literature can be summarized,the existing problems can be found,and the reasons for the problems can be analyzed from the teacher's teaching side,and then the optimization strategy is proposed.The structure of this article is as follows:Introduction: Firstly,the reasons and significance of the selected topic are explained,and the relevant core concepts are defined;secondly,the research ideas and methods of this article are introduced,and related literature is sorted out to form a literature review;and finally,aesthetic psychology is the theoretical basis and the basis Make preliminary preparations for this study.Chapter 1: Investigate the current situation of high school Chinese foreign literature teaching based on aesthetic literacy through a research method combining questionnaire method and interview method.The questionnaire was designed and implemented from four dimensions: aesthetic perception teaching,aesthetic emotion teaching,aesthetic appreciation teaching and aesthetic creation teaching,and processed and analyzed the data through SPSS 25(Chinese version)software,and then combed and explored the survey results.The interview method is used to understand the teacher's aesthetic teaching consciousness,teaching objectives,teaching content,teaching methods and teaching evaluation,and to provide a basis for analyzing the causes of problems.Chapter 2: Combine the survey results and summarize the existing problems.In the teaching of aesthetic perception,teachers do not attach importance to the use of audio-visual resources and less instruct students to read aloud;in the teaching of aesthetic emotion,teachers ignore the explanations of national,cultural and humanistic spirits in foreign literature,and less use the "situational teaching method".In the teaching of aesthetic appreciation,teachers ignore the writer's style and genre and use the “comparative method” less;in the teaching of aesthetic creation,teachers do not attach importance to the imitation or continuation of foreign literature,and do not often develop foreign literature exchange activities.In view of the above-mentioned problems,make a specific analysis of the reasons for the problems from the perspective of teaching objectives,teaching content,teaching methods,teaching evaluation,etc.Chapter 3: From the perspective of teacher teaching,put forward optimization strategies for the problems and causes in the teaching of foreign literature in high school Chinese.Optimizing the teaching of foreign literature aesthetic perception through the use of audiovisual resources and intensive reading of texts;optimizing the teaching of foreign literature aesthetics and emotions by experiencing the humanistic spirit of foreign literary works and focusing on the diversification of teaching content;optimizing through "thematic teaching" and "comparative teaching" Teaching of aesthetic appreciation of foreign literature;optimizing the teaching of aesthetic creation of foreign literature through "combination of reading and writing","question teaching",and "classroom debate".Finally,the conclusion,references,thanks and appendixes of this paper.