Research On Reading Guidance Teaching Of High School Novels From The Perspective Of Aesthetic Appreciation And Creation

The 2017 new curriculum standard will write “Aesthetic Appreciation and Creation” into the core literacy of language,It means that in the process of Chinese learning,students are good at discovering beauty,learning to appreciate beauty,and finally being able to use language to express beauty and create beauty.In language learning,students can improve their aesthetic appreciation and creative ability by reading classic masterpieces.Because the masterpiece is the cultural essence that has been passed down through the screening in the long river of human history,especially the novel masterpiece,it is a true portrayal of the objective world,which contains many elements of beauty,including language beauty,character beauty,environmental beauty,emotional beauty,etc.So it should become a way to cultivate students' “aesthetic appreciation and creation” literacy.On the one hand,it can expand the reading volume of students and improve their literary literacy;On the other hand,students have noble aesthetic taste and aesthetic innovation awareness,improve the ability of aesthetic appreciation and creation,and cultivate sound personality.In the compulsory textbook of People's Education Edition,a section of “Introduction to Famous Works” is set up,among which 7 novels are recommended to read the most.Therefore,it is an important problem for teachers to teach reading guidance of novel classics from the perspective of aesthetic appreciation and creation.This thesis mainly studies the teaching of reading guidance for famous novels in senior high school from the perspective of aesthetic appreciation and creation.Apart from the introduction,it is divided into four chapters.The first chapter is an introduction to the novel masterpieces in the high school Chinese textbook for human-taught editions.Mainly in the form of a table,a total of 7 novel masterpieces in the high school Chinese textbook are summarized,and their arrangements are deeply analyzed from the content and structure.Finally,exploring the relationship between middle and high school Chinese textbooks and the introduction section of novel masterpieces in high school compulsory textbooks,it is concluded that junior high school Chinese textbooks are the basis for the introduction of high school novel masterpieces;high school compulsory textbooks are its source;and Chinese and foreign novel optional textbooks are its extension.The second chapter studies the introduction section of novel masterpieces and aesthetic appreciation and creative literacy.Based on the language curriculum standards and the human-taught version of language teaching materials,one is to explore the relationship between the two,the introduction of novel masterpieces is the way to achieve aesthetic appreciation and creative literacy,aesthetic appreciation and creative literacy is an important goal of the introduction of novel masterpieces;the second is the cultivation of high school novel masterpieces and students' aesthetic ability.To enable students to have the eyes to discover beauty,the ability to appreciate and create beauty,and the correct emotional attitude and values;the third is to explore the aesthetic appreciation and creation contained in the introduction to the teaching of novel masterpieces from the four aspects of language,environment,characters and re-creation.The third chapter explores the current situation and cause analysis of the introduction to high school novel masterpieces from the perspective of aesthetic appreciation and creation.Through the questionnaire survey method and observation method,two schools in Hanzhong City were surveyed,and their teaching status and generation reasons were statistically analyzed.Some students' reading volume needs to be strengthened,and they lack personalized appreciation ability and aesthetic creativity.Teachers play a guiding and supervising role in students' reading.To explore the reasons,one is the learning atmosphere;the second is the difference in students' cognitive development;and the third is that some students' aesthetic appreciation and creative literacy need to be improved.The fourth chapter,Based on the results and cause analysis of the questionnaire survey and the requirements of textbooks and new course standards,summarizes the gradual and progressive teaching strategy of “aesthetic perception-aesthetic appreciation-aesthetic creation”.Specific strategies: one is to guide the reading of famous works and obtain aesthetic sensitivity;the second is to understand the beauty of works and improve aesthetic appreciation;and the third is to flexibly use famous works to cultivate aesthetic creativity.