A Study On The Infiltration Of Aesthetic Education In Chinese Teaching In Junior Middle Schools

Nowadays,the voice of quality education is rising day by day,and Chinese aesthetic education is a part of quality education,which should be worthy of attention of every front-line Chinese teacher in middle school.Especially after the "General High School Chinese Curriculum Standards(2017 Edition)" clearly stated the core literacy of the four majors of Chinese,front-line teachers should think about how to cultivate students' "aesthetic appreciation and creativity" literacy.Although this is proposed by the senior high school curriculum standard,it has a strong reference and guiding significance for junior high school Chinese teaching,but the depth is different in the implementation process.Because language learning is by no means isolated,elementary schools,junior high schools,high schools,and even universities are in the same line.The cultivation of any ability depends on long-term accumulation.The author has been teaching junior high school Chinese since joining the work.I deeply feel the importance of Chinese aesthetic education and the lack of optimism in reality.So I chose this topic for research,aiming to take this research opportunity to improve the ability of aesthetic education.The teaching ability in education serves the students,so that students can acquire a certain Chinese aesthetics and grow into people with noble aesthetic taste.At the same time,I hope that this research can provide some help and enlightenment to more front-line Chinese teachers in junior middle school.This is the author's expectation for the value of this research.A brief introduction to this paper will be given below:This paper is mainly composed of five parts:The first part: Introduction.The foreword mainly explains the origin of the research,research significance,research review and research methods.The second part: Overview of Chinese Aesthetic Education.Under normal circumstances,in the early stage of research,it is necessary to have an accurate understanding and grasp of the research object.Therefore,this part elaborates on the related concepts of Chinese aesthetic education,the characteristics of Chinese aesthetic education,and the importance of Chinese aesthetic education.The definitions and expressions of these three aspects are obtained by the author referring to certain documents and analyzing from practical experience.They are the result of the unification of objectivity and subjectivity,and are the conceptual basis of the entire thesis.The third part: the status quo of junior middle school Chinese aesthetic education.In the preparation stage of this research,the author used the questionnaire survey method to investigate the current situation of Chinese aesthetic education in junior high school teachers and junior high school students in three schools in Wenchang City,Hainan Province.This part analyzes the investigation results of the teacher's paper and the student's paper in detail,and draws a conclusion that the aesthetic education of junior middle school Chinese is not penetrated deeply.According to the survey results and conclusions,the reasons for the lack of penetration of aesthetic education of junior middle school are analyzed.The fourth part: the strategy of permeating aesthetic education in junior middle school Chinese teaching.The purpose of research is to discover and solve problems,so this part is the focus of the whole paper.This part is based on the premise of fully understanding one of the core qualities of the Chinese subject of "Aesthetic Appreciation and Creation",and formulates three levels of strategies according to the purpose of Chinese aesthetic education.They are basic strategies-integrating aesthetic experience;consolidation strategies-Immerse in aesthetic appreciation;strengthen the strategy-invest in aesthetic creation.The basic strategy is based on Ye Jiaying's "Xingfa moving theory".It proposes methods to integrate aesthetic experience in teaching from three levels: let students have a sense of beauty,let students be moved by beauty,and let students be moved by beauty.;Consolidation strategy is to expand from the two dimensions of single-text appreciation and comparative appreciation,so that aesthetic appreciation can be immersed in the entire teaching;the strengthening strategy is to target text writing training,and proposes "start with imitation training" and "consolidate with micro-writing training" "Two methods that lead students to engage in aesthetic creation.The fifth part: Conclusion.This part uses clear and concise language to summarize and evaluate the research as a whole.It mainly elaborates the status and role of the results of this research,points out the deficiencies of this research,and expresses the author's determination to continue to explore and pursue further studies in the future work.This research discards the most commonly used thinking in the existing research on Chinese aesthetic education: expounding the methods of aesthetic education penetration from the perspective of different styles,and adopts new thinking: experience,appreciate,and create three levels of aesthetic ability Elevate to a dimension,explore methods,and the aesthetic methods of different styles are appropriately permeated into the expressions of each chapter according to the requirements of aesthetic ability.This is the innovation of this research,and it is hoped that this kind of thinking can provide a reference for the work of Chinese aesthetic education for first-line junior middle school Chinese teachers.