Study On The Problems And Countermeasures Of Aesthetic Teaching Of Folk Literature In Primary Schools

Aesthetic education is an important part of education.It is interrelated with intellectual education,moral education,physical education and labor education.They form an important part of our country's education policy.An important way to implement aesthetic education is to integrate it into subject teaching.Folk literature works contain rich elements of aesthetic education and have unique aesthetic education value.It can be seen that studying the aesthetic teaching of folk literature can help cultivate students' aesthetic ability,help students construct aesthetic cognition and aesthetic experience related to folk literature,and promote the inheritance of folk culture.However,some teachers are not fully aware that the process of students' reading and learning folk literature in teaching is the process of aesthetic activities.Therefore,the aesthetic education value of folk literature needs further development.In view of this,this research discusses the basic meaning,current situation and countermeasures of the aesthetic teaching of folk literature in primary schools.The first part explains the basic meaning of the aesthetic teaching of folk literature in primary schools.It explains the connotation,characteristics and process of the aesthetic teaching of folk literature in primary schools from the perspective of students' aesthetic feeling,aesthetic appreciation and aesthetic creation.And analyze the aesthetic factors of folk literary works in the teaching materials.The second part elaborates on the problems and attributions in the aesthetic teaching of folk literature in primary schools.Through classroom observation and interviews,the current situation of folk literature aesthetics teaching in a primary school in Chongqing is investigated.After observing folk literature classes,the following problems are found.The sensory stimulation received by students in classroom teaching is relatively limited.The teacher's guidance to the students' imagination is not sufficient.At the same time,there is a lack of comparative appreciation with similar works.In addition,the process of aesthetic creation is relatively separated from the process of aesthetic feeling and aesthetic appreciation.There are many reasons for these problems.Among them,teachers play an important guiding role in the aesthetic teaching of folk literature.Therefore,the following explains the cause from the teacher's side.After interviewing 9 teachers,the reasons are as follows.Teachers' understanding of the relationship between aesthetic creation,aesthetic feeling,and aesthetic appreciation is not yet in place.Teachers have not dig deep into the teaching content of aesthetic feeling and aesthetic appreciation.Teachers are not flexible in using teaching methods and means to guide students' aesthetic feelings.The third part proposes teaching countermeasures based on the existing problems and reasons in the aesthetic teaching of folk literature.The first one is to give full play to the strength of both the school and the teacher to enhance the teacher's own cognition of aesthetic teaching theory.The second one is to integrate students' aesthetic feelings,aesthetic appreciation and aesthetic creation to promote the integration of the teaching process.The third one is to expand materials for comparative appreciation to enrich teaching content.The fourth one is to use teaching methods and means flexibly to mobilize students' multiple senses to participate in teaching.