The Strategy Research On Senior High School Aesthetic Emotional Education

Aesthetic emotion has an important position in the humanistic quality.Senior High school is an important stage where the student's humanistic quality will be cultivated.Chinese curriculum in Senior High school has the favorable condition for developing the aesthetic emotional education.The research on teaching strategies of Senior High school Chinese aesthetic emotion intends to examine current teaching situation of Senior High school aesthetic emotion by using the related theories in aesthetics,educational psychology and Senior high school Chinese course standard,and to analyze the cause of that current teaching situation,and then to research the related educational teaching strategies by combining senior high school Chinese course standard and teaching practical experience.This paper tries to expound from three parts:The first part is about the significance of aesthetic emotional education in senior high school Chinese teaching.Respectively,the author expounds from four aspects,which are the significance of aesthetic emotional education in senior high school Chinese teaching objectives,senior high school Chinese textbooks,teaching of senior high school Chinese readings,and in teaching of senior high school Chinese compositions.The second part is the analysis of existing problems and its causes in senior high school traditional Chinese aesthetic emotional education.The cause analysis focuses on politicization,formalization and identification problems in senior high school traditional Chinese aesthetic emotional education.The causes include four aspects: strong political nature in teaching objectives of Chinese curriculum after the founding of People's Republic of China,the influence of current educational evaluation system in our country,the lack of senior high school Chinese teacher's understanding and research of the emotional education,and senior high school Chinese teachers rely too much on teaching reference books.The third part is about suggested strategies which is based on current situation of senior high school Chinese aesthetic emotional education.Success or failure of senior high school Chinese aesthetic emotional education depends mainly on teachers and pedagogic content of courses.Therefore,in this part,the related strategies will be put forward from two aspects: the teachers and the educational teaching resources.The strategies from teacher's aspect include:(1)to update senior high school teacher's understandings towards aesthetic emotional education.(2)to pay attention to teacher's artistic quality of teaching language(intonation and wording,leading language with "problem consciousness",the science of evaluative language,"avoidance" principle of teacher language).(3)to respect and to encourage students personalized aesthetic emotion;(4)to find the students' interest in the aesthetic emotion and to trigger their learning motivation.The strategies from educational teaching resources include:(1)to return to the beauty of text(should not pay too much attention to the author of text but the text itself,pay more attention to reading the character,words and sentences of the text);(2)to exploit space for aesthetic emotional education under the current educational system(to start and to design school-based teaching materials,to assist teaching by using multimedia,to encourage students to enrich aesthetic experience with the aid of multimedia teaching,to design diversified and content-rich Chinese homework to meet the needs of the students' aesthetic emotion).In order to concretize the strategies of aesthetic emotional education,after three parts discussion,the argument will be further demonstrated by illustrating teaching practice.