Study On The Current Status And Guidance Strategies Of Rural Girls' Aesthetics In County High School

The 14 th Five-Year Plan calls for comprehensively promoting rural revitalization,and effectively connecting the achievements of poverty alleviation with rural revitalization.Education development and rural vitalization complement each other,while the relatively backward rural basic education inevitably affects the implementation of the strategy of rural vitalization.As an important part of rural basic education,the development level and quality of rural senior high school education restrict the depth and breadth of rural education vitalization to some extent.However,in rural areas where infrastructure is lacking and living conditions are difficult,school education only focuses on teaching students traditional cultural knowledge and has no time to construct courses for students’ all-round development,which makes it difficult for rural students to get professional and effective guidance and shaping of aesthetic quality.Long time of oppression and neglect makes many rural girls easy to produce psychological inferiority problems.Especially after entering the county high school,a lot of rural girls have not adapted to study and life,interpersonal difficulties and other problems,they often have a strong sense of self-frustration,anxiety,tension,fear of challenges,weariness and other emotions.In view of this situation,targeted research on this specific group and solve the aesthetic dilemma of rural girls can not only improve the aesthetic quality of rural girls,the normal development of individual psychology,healthy personality and independence,but also better adapt to the requirements of the new era of society.This article focuses on rural high school girls in county towns as the main research object.Through questionnaire surveys and interviews,the aesthetic status of rural girls is analyzed,and guidance paths are proposed to address the main aesthetic problems they face.This article is divided into the following five parts:Part One: Introduction.This section mainly starts from the perspectives of the origin of the topic,research background,and purpose significance of this article.Through literature research,it sorts out the characteristics of high school students,the causes of aesthetic problems among high school students,aesthetic education and guidance paths,and research achievements in rural education among domestic and foreign scholars.Combining relevant theories,it further elaborates on the research ideas and methods of this article.Part Two: Relevant theoretical research.Define the core concepts of aesthetics,county high schools,and rural girls in this article,and based on this,sort out the theoretical basis of aesthetic research,including Marxist aesthetic ideas,Freud’s hierarchy of needs theory,and John Bailey’s cross-cultural adaptation theory.Finally,the dimensions of aesthetic research mainly include the cultivation of aesthetic cognition,the cultivation of aesthetic emotions,the exercise of aesthetic will,and the cultivation of aesthetic practice.Part Three: Analysis of the Aesthetic Performance and Difficulties of Rural Girls in County High Schools.Based on a questionnaire survey,this study analyzes the positive aesthetic tendencies of rural high school girls in county towns,which are mainly reflected in various aspects such as diverse aesthetic cognition,rich and delicate aesthetic emotions,relatively firm aesthetic will,and diverse forms of aesthetic practice.Based on interview records,it is summarized that rural girls have major problems in aesthetic cognition,aesthetic emotions,aesthetic willpower,and aesthetic practical behavior,which are manifested as confusion due to personalized aesthetic cognition,being bound by rough aesthetic emotions,interference from utilitarian aesthetic willpower,being bound by uniform aesthetic evaluation standards,and being influenced by imaginative aesthetic ideals.Part Four: The Reasons for the Aesthetic Dilemma of Rural Girls in County High Schools.This section provides a detailed analysis of the reasons for the privatization of aesthetic cognition,roughness of aesthetic emotions,utilitarianism of aesthetic will,monotonous aesthetic evaluations,and unrealistic aesthetic ideals among rural girls.Part Five: Exploring the guidance of aesthetic dilemma for rural high school girls in county towns.This section focuses on the causes of aesthetic problems among rural girls,including "transforming the aesthetic education methods of county schools,guiding rural girls to establish correct aesthetic cognition","enriching the aesthetic education content of county schools,helping rural girls cultivate healthy aesthetic taste","strengthening cooperation between families and schools,innovating aesthetic education concepts,and promoting rural girls to form a firm aesthetic will" Propose guidance strategies from four aspects: "Optimizing the overall environment of aesthetic education campus and guiding rural girls to practice standardized aesthetic behavior".