Language Teaching Aesthetic Field Of Building Theory And Practice

Chinese aesthetic teaching is"something in field",and must"depend on field".Chinese classroom teaching aesthetic field is the place where the Chinese classroom aesthetic teaching exists, as Chinese classroom aesthetic teaching would not exist if there were no aesthetic field. However, the research of the Chinese classroom teaching aesthetic field is always neglected as a"marginal field"of the Chinese aesthetic teaching research, and the reasons are as follows: one is the technical level neglect; this research has some qualities of overlapping and edge, and there are many works such as supplying a gap and sewing up splits to do. The other reason is the value level neglect; this research has metaphysical characteristic, which is not regarded as a remarkable focus in teaching field. The two neglects above make some key problems such as the definition of concept still wanting.As the widening and deepening of the Chinese aesthetic teaching, the research certainly will come to the front to be observed and valued from the marginal field. For the lack of the research in this field, this paper tries to explore and practice the theory of Chinese classroom teaching aesthetic field. On the one hand, theory pivots to the solution of problems should be found in the Chinese classroom teaching; on the other hand, the theory should be applied into the deep structure of Chinese classroom teaching, and an effective way will be found for the Chinese aesthetic teaching.Research reveals that Chinese classroom teaching field is a Chinese teaching aesthetic category that comes from the concrete application of aesthetic field theory and Chinese teaching theory in the activities of Chinese classroom aesthetic teaching, which means a best aesthetic space time of inter-attraction,inter-aggregation,inter-blending, isomorphic symbiosis formed by the multivariate parts of Chinese teachers and students who are in one space time and those present and historical teaching text in the Chinese classroom aesthetic teaching activities.The aesthetic field in the Chinese classroom teaching has the natures of regularity, creativity, cultivation, hierarchy and so on. The nature of regularity refers to that the aesthetic field in the Chinese classroom teaching is a complex construction consisting of teachers, students, teaching texts, teaching environment and other various essential factors, made up of many kinds of beautiful things, many kinds of beautiful fields and many subdivisions of aesthetic fields. It can be understood in three aspects: the organic unification, the overall effect and the harmony of the major factors and the minor factors. The nature of creativity is that the formation of aesthetic field in the Chinese classroom teaching is a harmonious dynamic production process in various teaching experiences. It is mainly decided by the process of aesthetic teaching, the creativity of aesthetic principal part and the formation of aesthetic environment (spiritual environment mainly). The nature of cultivation refers to that the aesthetic field fosters the aesthetic emotions and personality of students and it is realized mainly through optimizing students'aesthetic psychological structure. The last one is the nature of hierarchy, which refers to that aesthetic field shows the hierarchical features in the realization of potentials of teachers, students, teaching texts and teaching environment. In addition, it displays different levels and ranks of aesthetic time and space due to the different degrees of freedom in the process of realization.From the psychological point of view, there are two essential intrinsic mechanisms for the existence of aesthetic field in Chinese classroom teaching. The first one is the construction of the aesthetic psychological field, while the other is the production of aesthetic intensity of pressure and formation of format and tower shape. The former lays the foundation and creates the atmosphere for the construction of the aesthetic field in Chinese classroom teaching, while the latter is the essence and the key of the production of it.The ways to construct the Chinese teaching aesthetic field are as follows: opening the"field wave", enhancing the strength gathering in the aesthetic field, releasing the"field wave"fully, promoting tensity in the aesthetic field, initiating resonating of"field wave", realizing the resonance of the aesthetic field, regulating the"field stream"artistically, grasping the rhythm of the aesthetic field and so on.The construction theory and the practical research of the aesthetic field in the Chinese classroom teaching have integration in theory and utility in practice. In theory, it has developed aesthetic field research and has enriched the Chinese aesthetic teaching theories. In practice, it makes every effort to apply the rich language teaching facts into the theory exploration, thus it enables the construction of theory to have the plentiful contents, displaying its utility in the instruction of Chinese teaching practice powerfully.