Research On The Aesthetic Value Of Chinese Reading Teaching In Primary Schools

Aesthetic education occupies an important position in the process of promoting quality education,achieving the goal of all-round development of students and cultivating comprehensive and high-quality talents.With the reform of China’s education system,the relationship between aesthetic education and the teaching of various subjects has become increasingly close.In language teaching,aesthetic education is one of the objectives of reading teaching,and reading teaching is an important way to implement aesthetic education.However,for a long time,reading teaching in China has generally neglected aesthetic education and attached importance to the teaching of cultural knowledge and skills,which to a large extent has affected the effect of aesthetic education in reading teaching.Under such circumstances,it is necessary to study the issue of aesthetic education in reading teaching.This paper takes the language reading teaching in two elementary school in Yunnan Province as the research object,and uses a combination of literature research method,qualitative research and quantitative research to study the current situation of implementing aesthetic education in elementary school language reading teaching.In the introductory section,we explain the reasons for the selection of the topic,the core concepts and theoretical foundations,conduct a literature review,and explain the purpose,significance,and content of the study;then we analyze and explain the aesthetic value of reading teaching in elementary schools from a phenomenological perspective,as well as the aesthetic value embedded in the process and content of reading teaching in elementary schools,and finally we show the three aspects of students,teachers,and schools The value of implementing aesthetic education in primary language reading teaching;then,from the actual situation,the current situation of aesthetic education in primary language reading teaching and its causes are analyzed,and it is found that there are six main deficiencies in the current situation of primary language reading teaching:firstly,schools do not attach enough importance to aesthetic education,and the curriculum and activities are not set up enough;secondly,teachers emphasise the learning of basic knowledge,and pay less attention to students’ aesthetic emotions;thirdly,teachers guide the standardisation of reading answers,and the cultivation of students’ aesthetic creativity is weak The third is that teachers guide the standardisation of reading answers and are weak in cultivating students.aesthetic creativity.Fourthly,teachers’ teaching methods and approaches are relatively homogeneous,and they do not create an aesthetic environment for students;fifthly,teachers pay attention to students’ aesthetic psychology,but their own aesthetic literacy is not high;sixthly,teachers and students spend less time and have a single type of reading,and they lack aesthetic reading experience;the causes of the current situation are mainly the insufficient publicity of the national education policy and the new curriculum;the lack of aesthetic education due to the bias of schools’ understanding of aesthetic education;the lack of teachers’ aesthetic literacy;and the lack of the exploration of aesthetic factors in teaching materials.improve the evaluation system of language teaching;build an aesthetic experience platform to enrich students’ reading aesthetic ability;teachers and students strengthen reading together to enrich reading aesthetic experience;finally,the case study section begins with a summary of the characteristics of teaching aesthetic reading,followed by an analysis of the presentation of teaching examples and the aesthetic values presented by the teaching examples.