Design Of Chinese Interdisciplinary Learning Activities From The Perspective Of Aesthetic Education

In order to meet the development needs of the times and society,the requirement of"conducting interdisciplinary education and teaching with aesthetic education as the theme has been proposed in relevant national policy documents.The 2022 edition of the "Chinese Language Curriculum Standards for Compulsory Education" incorporates "interdisciplinary learning" into the subject curriculum content,aiming to better cultivate students’ core competencies and assist in "overall development".The transformation of educational methods and curriculum content will inevitably put forward new requirements for the classroom teaching paradigm of frontline teachers.Interdisciplinary learning is based on complex problems in real life,utilizing the concept of "curriculum integration" to effectively integrate the advantageous resources in multidisciplinary courses,which is more conducive to the effective improvement of students’ aesthetic,humanistic,and comprehensive literacy.However,there is still a lack of successful cases of theoretical and practical research on interdisciplinary learning with the theme of aesthetic education,especially in the design of Chinese interdisciplinary learning activities.Firstly,through literature review and analysis,this study found that although "interdisciplinary research" in foreign countries was relatively early,most of it was concentrated in the higher education stage.The earliest research on "Chinese interdisciplinary learning" in China is also similar to foreign countries,focusing on the higher education stage.In recent years,the research perspective has gradually shifted to the connotation,practical difficulties,coping strategies,and value of "Chinese interdisciplinary learning" in the basic education stage.The ideological theory of Chinese aesthetic education has gone through a long historical process,and its connotation has also been enriched,ultimately expanding from the art discipline to the entire discipline.Under the influence of national policies and cross-border thinking,Chinese aesthetic education and interdisciplinary learning activities are gradually moving towards integration.However,through preliminary investigations,the author found that front-line Chinese language teachers and middle school students lack a scientific understanding of Chinese aesthetic education and the design of Chinese interdisciplinary learning activities,and their practical awareness and ability are also insufficient.They require systematic theoretical and practical guidance.Secondly,based on the discipline of Chinese,this research unifies the knowledge and resources of multiple disciplines,builds a practical path for the design of cross disciplinary learning activities of Chinese under the aesthetic education perspective,based on the "learning centered" and "activity theory",combined with relevant theories and principles such as "aesthetic psychological structure" and "aesthetic teaching",Including the five links of "selecting themes→ exploring problems → designing activities: creating an aesthetic environment around problems;establishing connections to form aesthetic perception;integrating resources to shape aesthetic judgment;transferring and applying to enhance aesthetic creativity;evaluating and reflecting,and continuously optimizing results".Among them,reflection and evaluation accompany the entire process of the activity,and play a role in monitoring,promoting,and regulating the activities of each link.Finally,apply the basic practical path of interdisciplinary Chinese learning,design case studies,and revise the basic path based on practical situations.Focusing on the theme of "beauty of art" in aesthetic education,this paper explores the question of "what are the typical artistic characteristics of Chinese gardens" from the fifth unit of eighth grade,Suzhou Gardens,and designs interdisciplinary Chinese learning activities around the problem.During the process of activity design,the author discovered the feasibility of the basic practice path in specific activity design and its role in helping and guiding front-line teachers,and summarized practical experience to revise the practice path.This study enriches the theoretical and practical research in the field of interdisciplinary learning activity design in aesthetic education and Chinese language,and can provide theoretical and practical research references for front-line teachers who are trying to design interdisciplinary learning activities in subject aesthetic education and Chinese language.Contribute to the effective implementation and promotion of the goal of aesthetic education and the design of interdisciplinary Chinese learning activities in junior high school.