Research On The Teaching Strategy Of Historical Biography In Senior High School Under The Accomplishment Of "Aesthetic Appreciation And Creation"

Historical Biographies,which integrate historical reality and aesthetic imagination,have always occupied an important position in high school textbooks.As an important carrier of China’s excellent traditional culture,Historical Biographies not only contain profound ideological and cultural heritage,but also embody rich and colorful artistic aesthetic value.The new Chinese curriculum standard for senior high school(2020 Edition)emphasizes the Chinese "aesthetic appreciation and creation" quality as the key core quality of the discipline,which fully demonstrates the importance of aesthetics to the cultivation of middle school students’ aesthetic cultivation and aesthetic ability.As an important stylistic form to cultivate students’ aesthetic appreciation and creation literacy,Historical Biographies,like aesthetic styles such as poetry and novels,have their own unique educational function.However,in the actual teaching of Historical Biographies,we regret to find that many high school Chinese teachers often strengthen the interpretation of their ideological content and cultural connotation,and consciously or unconsciously ignore the cultivation and guidance of students’ aesthetic appreciation and creative ability.Based on this,I take the cultivation of "aesthetic appreciation and creation" literacy as the starting point,take the teaching of high school historical biographies as the research object,and try to put forward some feasible views and suggestions on the teaching improvement strategy of high school Historical Biographies under the literacy of "aesthetic appreciation and creation".In addition to the introduction and conclusion,this paper is divided into three chapters.The first chapter discusses the current situation,existing problems and causes of the teaching of Historical Biographies in Senior High School under the accomplishment of "aesthetic appreciation and creation".It is pointed out that the teaching content emphasizes knowledge and neglects aesthetics;Formalized and single teaching mode;The plot interpretation is narrow and utilitarian;The absoluteness and simplification of character evaluation are the main problems in the teaching of Historical Biographies at this stage.The reasons lie in the lack of aesthetic quality of teachers,the single learning method of students’ Historical Biographies and the utilitarian guidance of exam oriented education in the college entrance examination.The second chapter focuses on the aesthetic teaching strategy of Historical Biographies in senior high school.The first section is to explore the writing of historical biography in an all-round way and guide students into the aesthetic situation;The second section is multi-dimensional interpretation of characters to improve students’ aesthetic appreciation;The third section starts with the text language to guide students’ aesthetic perception.The third chapter focuses on the teaching design cases of Historical Biographies under the literacy of "aesthetic appreciation and creation",focusing on the teaching design of "Hongmen banquet" and "Zhu Zhiwu beats back Qin Shi",and comprehensively analyzes the teaching of Historical Biographies in Senior High School under the literacy of "aesthetic appreciation and creation".In short,Historical Biographies not only contain rich cultural connotation,but also contain a large number of artistic aesthetic factors.Based on the core quality of "aesthetic appreciation and creation",the teaching of Historical Biographies in senior high school can fully stimulate students’ aesthetic interest,effectively cultivate students’ perception,imagination,experience,appreciation and creativity of Historical Biographies,deepen students’ aesthetic experience and comprehensively improve senior high school students’ aesthetic quality.