On The Cultivation Of Aesthetic Imagination In High School Art Students' Literature

As the source of literary and artistic creation, aesthetic imagination has distinctcharacteristics, comparing with other forms of imagination. It’s essential in all theappreciation activities of arts and beauty. The aesthetic imagination on literature is the abilityof students processing existing ideas in their minds to create new images in aesthetic activities.Literature is language art: authors create literary works by combining, connecting anddissimilating languages and readers obtain their own experiences by reading. While fine art isplastic arts, aesthetic imagination on literature and that on arts complement each other.However, there’s little profound research on cultivating high school art students’ aestheticimagination on literature neither in theory nor in practice.Being a Chinese teacher for art classes, the author tries to encourage students to applytheir aesthetic ability on art during reading and writing literary works in the hope ofenhancing their aesthetic imagination on literature. Basing on the current conditions, theauthor points out reasoning the value and functions of aesthetic imagination in the process ofChinese language learning, and exerts efforts to find principles’and strategies of cultivation ofhigh school art students’ aesthetic imagination on literature and motivate creation andimagination of Chinese teachers of art students.The thesis analyzes the significance and research status of the project home and abroad.On the basis of students’ practical condition, it applies theories and approaches of aesthetics,pedagogy, psychology and other related disciplines to analyze the importance of aestheticimagination on literature to high school art students and find out theoretical foundation andfeasible methods. It makes empirical study, carries out the cultivating methods under theguide of aesthetics, pedagogy and psychology, focuses on exploiting professional competenceof art students in teaching Chinese reading and writing and making aesthetic appreciationfunction better in teaching art students.In teaching practice, the author adopts methods of questionnaire and works analysis to getthe status of high school art students’ aesthetic imagination on literature, grasps theirprominent representation of aesthetic imagination, and finds out their deficiency of aestheticimagination. The thesis applies multi-intelligent theory and cognition theory as theoreticalbasis and obtains the fostering principles by dint of students’existing art attainments.The thesis is divided into four parts. The part of introduction analyzes significance of the topic, the latest status and developing tendency home and abroad, as well as the necessity andfeasibility of cultivating high school art students’ aesthetic imagination on literature andintroduces the research methods, objectives and contents. The first chapter mainly talks aboutthe basic concepts, defines aesthetic appreciation, aesthetic imagination and aestheticimagination on literature, and focuses on the explanation of aesthetic imagination on literature.The second chapter makes research and analysis of the current status of high school artstudents’ aesthetic imagination on literature. The third chapter emphasizes theories and rulesof cultivating high school art students’ aesthetic imagination on literature. Chapter fourintroduces fostering approaches, explains in detail the application of accumulation, imageassociation and art creation rules to enrich aesthetic experience, motivate aestheticreconstruction and train aesthetic creation.