The Foster Of Aesthetic Individuality In Junior High School's History Teaching

As a fundamental principle in compulsory education, quality-oriented education hasalready been deeply rooted in the teaching practice of every subject in schools. The currentlytrend in education is the foster and development of students' individuality and the educationof a person as a whole. But in the teaching of history, it is not enough only talking about thesignificance and role of quality-oriented education in order to realize the aim that historyteaching will achieve. The uniqueness of history education must be taken into account whentrying to further advance history teaching. The nature of history teaching is the influence thatthe educators try to have on the educated through some careful planning and organizationbased on the requirement of the society. The whole process is the transfer between theeducator's requirement and the students' physical and psychological level and development.That is to say education causes the physical and psychological to develop and reach a newlevel based on which a new requirement is proposed. On the one hand, education makespeople become social person, and on the other hand, education must help the development ofindividuality. This can ensure the realization of the value of education. The foster of aesthetic ability is one of the goals of history education. The highest stageof aesthetic ability is the forming of aesthetic uniqueness. The problem facing historyteaching now is how to implement aesthetic teaching based on the aesthetic principle and theindividual's aesthetic differences. Due to the influence of long time exam-oriented education,in history teaching, individuality is always neglected. In order to fully implementquality-oriented education in history teaching, and further develop history teaching, the keypoint is to emphasize the development of the students' individuality. Based on the above-mentioned problem existing in history teaching field, this thesisintends to explore how to foster individual student's aesthetic ability. The thesis will include the following sections: I. Clarify the definition of constructivism, aesthetic education and aesthetic individuality,and review the literature of aesthetic education. II. Analyze the current situation of aesthetic development in history education, and pointout the urgency and significance of enhancing aesthetic individuality in history education. III. Put forward the approaches and techniques in fostering individual student's aestheticability through history teaching based on some personal experiences.