On Aesthetic Affective Education In Teaching Reading In Middle Schools

In the point of view of psychology, modern teaching methodology divides psychology factor of students'learning into two: cognitive factor and affective factor. It believes that teaching process is the unification of cognitive and affective process. However, from the actuality of Chinese teaching, due to the cognition deflection and the influence of examination-oriented education, there exists such phenomena, namely, paying more attention to cognition and ignoring affect. In 1980s, our Chinese educators absorbed advanced aesthetic affective education in and abroad, and went on a series of exploration including harmonious, situational and happy education, among which Li Jilin's situational education probed into affect factor in the process of teaching from different angles and depths, and concluded some rules. However, all these education exploration and practice still regard affective education as one of the processes and strategies of cognitive education rather than an important part of education. Therefore, the author lays her eyes on the cultivation of students and aesthetic subjects, tries to explore the aesthetic affective education in teaching reading in middle school.The author has read a large number of books related to education, psychology, aesthetics, Chinese reading; absorbed the former research results and study some relative cases; and combined with her own experiences, she put forward some opinions.First, Analyze the Meaning and Significance of Aesthetic Affective Education. Aesthetic affective education means the subject's subjective experience and attitude whether the aesthetic object satisfy his/her own spiritual needs and introspect himself/herself. In Chinese teaching, the cognition process of aesthetic object is the process which deepens from sensible to rational process. After understanding the aesthetic object completely, they will arose a kind of feeling fluctuate and spirit satisfaction and happiness. This feeling activity is aesthetic affective education, which is the demand of our changeable society and long-life study. Moreover, it plays an important role in the development of students.Secondly, Study the Imperfect and Attribute Analysis of Aesthetic Affective Education in Chinese Teaching in Middle Schools.The reasons that affective education is ignored in teaching are :1. the influence of enrolment pressure;2. the influence of rationalism;3. the influence of philistinism, lowliness of commercial culture;4. absence in cognition and research;5. uneven in ability of aesthetic affective education;Finally, Practice Exploration of Aesthetic Affective Education.In this part, the author believes that reading is the base of aesthetic affective education in Chinese teaching. To carry through such education, it is advisable for teachers to establish a democratic and equal relationship with students, protect and cultivate students'interest, make them experience success, and then, the author advances the practical approaches of teaching; namely, teaching in situation, students'experiencing aesthetic feeling, transferring feeling and expressing feeling. Aesthetic affective promotes Chinese teaching, pure students'soul and edifies their sentiment.