The Cultivation Of Aesthetic Emotion In Classical Poetry Teaching

The appreciation of literature and art is an important aesthetic activity. Chinese language course focuses on students’ emotional development as well as the cultivation of students’ aesthetic emotion. Poetry implies distinctive rhythm, rich emotion, rhythmic language, and unique aesthetic features. After being orally transmitted for thousands of years, classical poetry is an excellent teaching material in terms of students’ aesthetic emotion education. This paper combines the relative theories on literacy, aesthetics, and psychology with practice, builds up a new theoretical framework, theoretically analyzes classical poetry teaching and aesthetic emotion in Chinese language course at the present stage. This paper also finds out the problems, and proposes feasible recommendations for the development and revolution of Chinese language education.Introduction: Overview of the cultivation of aesthetic emotion in poetry teaching. Introduction analyzes the current research condition of poetry teaching and the cultivation of aesthetic emotion for middle school students.Chapter 1: Theoretical construction of aesthetic emotion education. In order to cultivate students’ aesthetic emotion in classical poetry teaching, aesthetic emotion must be cognized, the relative theory on aesthetics should also be applied to analyze aesthetic subjects and objects, and the influence of aesthetic emotion education on individual development should be recognized.Chapter 2: The significance of the cultivation of aesthetic emotion in classical poetry teaching. Integrating aesthetic cognition and classical poetry teaching helps to cultivate students’ aesthetic emotion and sound personality. This is consistent with the requirements of the new curriculum standards, and is thehumane care that Chinese language education should have. The rich cultural heritage of classical poetry, together with psychological characteristics of middle school students and the current situation of poetry teaching, shows that poetry is the best teaching material to cultivate students’ aesthetic emotion.Chapter 3: The strategies of aesthetic emotion education in classical poetry teaching. The author proposes recommendations on resolving the problems in cultivating students’ aesthetic emotion in classical poetry teaching. The author provides strategies at the aspects of teaching methods, teacher quality, the cultivation of students’ aesthetic emotion, and so on. Hope these recommendations are constructive to Chinese language teaching.