The Teaching Research Of Classical Chinese Aesthetic Literacy

Compilation,examination evaluation and teaching evaluation.It emphasizes on t he cultivation goal of students’Chinese core accomplishment in order to promo te their all-round development.In order to fully embody the concept of Chinese curriculum standards in senior high s chool teaching and implement the cultivation of students’core quality of Chine se subjects,in 2020,the unified Chinese textbook,as the carrier of the new curriculu m standards idea and the main materials for students to learn,will be promoted nation wide.In terms of its precise language,strict structure,philosophical theme and profou nd cultural deposits,classical Chinese has also become an important content of high s chool Chinese teaching.Appreciation of them can help students improve their languag e expression ability,exercise their thinking ability,form correct values and noble aest hetic pursuit in various aesthetic activities,and meet the needs of the emotional cultiv ation task in the current Chinese teaching.At the same time,it also helps students to master the aesthetic method of classical Chinese of discourse,improve their independ ent appreciation and creation ability,and develop aesthetic quality.This paper takes "the aesthetic appreciation of classical Chinese in the class of co mpulsory treatises in high school" as the research object,and mainly discusses from t he following five aspects:The introduction part mainly describes the background of the topic,the theoretic al significance and practical significance of the research,the research status at home a nd abroad and the research methods of this paper.The first chapter mainly refines the aesthetic elements in the Curriculum Standards for Ordinary High School Chinese(2017 Edition,2020 revision).It takes "academic quality" as the main part,takes "curriculum objectives","curriculum content" and "compulsory learning requirements" as the necessary supplement,and explores the core elements of text aesthetic under the guidance of the concept of curriculum standards.The second chapter analyzes the selected texts of the discourse class of the c ompulsory Chinese textbooks in high school,mainly from the three aspects of the sele ction of literary points,text selection,student aid system,and makes clear the relevant learning points suggested by the textbooks.The second chapter analyzes the selected texts of the discourse class of the comp ulsory Chinese textbooks in high school,mainly from the three aspects of the selectio n of literary points,the content of the selected texts and the aid system,and clarifies th e relevant learning points suggested by the textbooks.The third chapter is a comprehensive exploration of the core quality embodied in the compulsory discourse of high school classical Chinese aesthetics.Based on the se lected texts of compulsory treatises in high school,this paper analyzes the developme nt of students’language,thinking,emotion and cultural abilities driven by text aesthetics,deeply understands the comprehensive and integrated characteristics of cor e qualities,and clarifies the value and efficiency of the aesthetic appreciation of treatis es in classical Chinese in promoting students’all-round development.The fourth chapter analyzes students’questionnaires and teachers’i nterviews to understand the current teaching status,problems and causes of high scho ol discourse classical Chinese,and grasp frontline teachers’awareness and guid ance of aesthetic teaching in discourse classical Chinese teaching.Centering on the core quality of "aesthetic appreciation and creation",this paper discusses the two aspects of "aesthetic appreciation" and "aesthetic creation"."Aesthe tic appreciation" mainly focuses on the construction of the framework and the experie nce of strict logic.Comparative reading,appreciation of the art of reasoning;Evaluati on of philosophy,perception of spiritual character;Summarize and explain,grasp the aesthetic method."Aesthetic creation" mainly expresses views around argumentation activities;Talk about creative communication thinking.On the basis of this,the author takes "Teacher’s Theory" as an example to concretely present the reflections on the aesthetic teaching of discourse classical Chinese...