Research On The Effective Training Strategy Of "Aesthetic Appreciation And Creation" In High School Chinese Language Teaching

Based on the perspective of aesthetic teaching,taking the teaching of Chinese reading and writing in senior high school as an example,combined with the classroom examples and personal teaching practice of three famous teachers,Yang Ping,Wang Qin and Bi Sijian,this paper analyzes the achievements and difficulties of aesthetic teaching in practice at present,and accordingly puts forward specific feasible strategies for the cultivation of Chinese aesthetic appreciation ability in senior high school.The study of aesthetic education reflects the course nature of "unity of instrumentality and humanity" in the Chinese discipline,and is also the urgent need of Chinese educators in the new era.Therefore,this paper explores the implementation strategies and evaluation criteria of aesthetic education and related evaluation in senior high school Chinese based on the data of observation,investigation and experiment of aesthetic education in the actual teaching of Chinese,and on the theoretical basis of the new curriculum standard and the principles of aesthetics,psychology and pedagogy,To promote the implementation effect of Chinese aesthetic education.At present,the research of aesthetic education is mainly from the connotation of aesthetic education.This article mainly understands the current situation of Chinese aesthetic teaching in senior high school through questionnaires and individual interviews,including the confusion and difficulties of teachers in actual teaching and the problems of students in learning,and seeks the causes of the deviation between Chinese aesthetic teaching and Chinese core literacy in senior high school from the teaching practice and the source of problems.In the process of research,the author found that the research of Chinese aesthetic teaching in senior high school mainly focused on connotation interpretation,important status and teaching implementation,while there were few people studying the teaching effect of Chinese aesthetic education.According to the author,this is more or less related to the fact that researchers are more scholars and more focused on theoretical research,thus ignoring teaching practice.Based on the above problems,the author investigated and tested the implementation status and evaluation mechanism of Chinese aesthetic education with the teachers and students of three high schools in Tai’an City,Shandong Province as the objects of investigation and experiment by consulting relevant books and materials,and found that there are still some problems in the current Chinese aesthetic education in high schools.For example,students lack systematic aesthetic thinking training,teachers lack aesthetic education knowledge,the teaching guidance and implementation of aesthetic education evaluation are not high,and the society has a biased understanding of aesthetic teaching.In view of the above problems,combined with my own aesthetic teaching practice,the author has put forward a relatively reasonable and practical evaluation system and implementation strategies,such as the systematic and targeted training of students’ aesthetic thinking in stages,the implementation of the objective evaluation scale of aesthetic teaching effect,and the search for the balance and fusion point of aesthetic teaching and examination.The innovation of this paper is that the research process is more continuous and complete,and has the characteristics of combining theory with practice,which can really provide more benchmarking reference for the new curriculum standards,the new college entrance examination,and the new teaching materials for the front-line aesthetic teaching.