The Problem And Countermeasure Research On Aesthetic Education Of Moso Primary School In Lugu Lake Area

With the further development of new curriculum reform, Aesthetic Education has been increasingly paid more attention and has achieved great achievements. However, there are still many problems to be solved, especially the Aesthetic Education of primary school aesthetic in ethnic minority areas. It is not consistent in the reality of the minority areas, such as the curriculum constitution, the contents of teaching, cultural background, aesthetic values, etc. In fact, with the further development of the compulsory education in the ethnic areas, the theory and practice of the new curriculum should be firmly radicated in special natural and humane ecosystem environment of the minority areas, thus we can find the way to Curriculum research and development. This is the same with the situation in primary schools of Lugu Lake area, in which the theory and practice of the aesthetic curriculum should also be radicated in Moso's natural and humane ecological environment.Based on the field work, this paper this paper mainly discusses about the questions on aesthetic curriculum development of Lugu Lake area which includes both theories and practices through different angles such as Aesthetics, Curriculum theory, Multicultural Integration Education Theory, Psychology of Aesthetics, Aesthetic Theory of Teaching, etc. This survey shows that Aesthetic Education of Lugu Lake is lack of local and ethical unique characters, the contradiction between Moso's prolific aesthetic cultural resources and poor development or utilization of Aesthetic Education in Lugu Lake is so heavy that the Aesthetic Education is losing its charming which is far from children' s living . The reasons involve: diversifications of Aesthetic Education curriculum objectives being restricted by exam-oriented education, Moso folk aesthetic cultural resources being poorly developed, children's aesthetic psychology being ignored in curriculum implementation, teachers' aesthetic attitudes being distorted by the influence of the mainstream culture. Therefore, the research tries to present some ideas about the local character aesthetic education of primary schools in Lugu Lake area according to the four basic aspects of curriculum theory (objective, content, method, and evaluation) , combining with the current situation and the problems on Aesthetic Education curriculum of primary schools in Lugu Lake area. It is to build up school-based curriculum by deeply developing Moso prolific folk cultural resources, and make it alive by rationally choosing, then to become one part of school aesthetic education curriculum, which highlights the aesthetic value of Moso culture, cultivates and improves Moso children's aesthetic quality. The key point of this paper is to put forward a theory assumption about the development of folk aesthetic educational curriculum in Lugu Lake area, to set up an example for other minorities and other subjects in the area curriculum development. The most important aim is to foster and strengthen the students' aesthetic viewpoints of every nation, to help their forming perfect personalities with good cognition, emotion and will, to inherit, develop and create ethical traditional culture; and to keep up the culture in general as a multi-dimensional unity.