A Study On The Aesthetic Empathy Teaching Of Local Literary Works In The Unified Edition Of Junior High School Chinese Textbook

The new curriculum standards emphasize the need to take root in China and provide education.As the carrier of the "root" of national culture,local literature works can enhance the educational value of the curriculum,implement the cultivation requirements of Chinese core literacy.It is helpful for middle school students to expand their regional cultural vision,enrich their aesthetic emotional experience,enhance the depth of local thinking,cultivate local feelings and enhance their sense of national identity.Front-line teachers have gradually begun to face up to the value of local literature works,trying to let local literature works into the hearts of students.However,there are still problems in teaching,such as weak emotional resonance among students,insufficient overall teaching awareness among teachers,weak local flavor in teaching content,and insufficient flexibility in teaching methods.The reasons for this are generally due to students’ lack of local experience,shallow aesthetic experience,insufficient awareness of teaching resource development among teachers,and deviations in teaching objectives.To deepen the teaching of aesthetic empathy in rural literary works,teachers need to take the local characteristics of the text as the starting point,deeply explore the aesthetic empathy elements of rural literary works,focus on students’ aesthetic emotional experience,and stimulate emotional resonance between students,works,and writers through diversified teaching strategies in teaching practice.When selecting teaching content,teachers should not only closely focus on local colors,but also deeply analyze the aesthetic elements of the work from aspects such as local landscapes,local customs,and cultural personalities;Based on emotional connotations,we need to deeply analyze the emotional elements of the work from the perspectives of passionate praise of human nature,profound criticism of the root defects of the people,and the impassioned laments of the endangered countryside,in order to find the empathy points of the work.When using teaching strategies,teachers should pay attention to the creation of teaching contexts,the organization of experiential activities,and the use of diverse methods.In teaching practice,teachers should break the emotional barriers between students and local literary works,trigger a "dialogue" between students and works,and deepen students’ life and emotional experiences.Specifically,from the perspective of creating teaching contexts,teachers create diverse teaching contexts such as problem situations,music situations,performance situations,and life situations to promote emotions and help students overcome unfamiliar emotions towards the countryside.From the organization of experiential activities,teachers guide students to generate and develop emotions in contextual experiences,deepen and internalize emotions in emplacement experiences,and sublimate and express emotions in aesthetic reading experiences.From the perspective of the application of multiple methods,teachers use appropriate Chinese language teaching methods such as spatiotemporal analysis,comparative reading,and thematic teaching to guide students to strengthen their perception of time and space,enter the author,and enhance the depth of thinking through integration,comparison,and exploration,deepening local emotions.In short,teachers should guide students to feel the charm of local literature,build a local world view,actively touch the roots of local culture,cultivate local feelings,and let Chinese learning take root in China’s local land.