Exploration And Practice Of Infiltrating Aesthetic Education Into History Teaching In Junior Middle School

The new curriculum standard of full-time compulsory education history requires that students form sound personality and healthy aesthetic interest through learning.The curriculum reform of basic education requires promoting students' all-round development of morality,intelligence,physical fitness and aesthetic work.The infiltration of aesthetic education in junior middle school history teaching is an important manifestation of the realization of social education function.History course itself contains rich aesthetic education materials and functions.Permeating aesthetic education can stimulate students to form noble learning motivation,give full play to the educational function of history teaching,cultivate students' innovative spirit,enhance students' practical ability,and promote students to form correct values of life.The theoretical basis of infiltrating aesthetic education into history teaching in junior middle school is Marx's theory of all-round development of human beings,theory of multiple intelligences and theory of hierarchy of needs.Under the guidance of aesthetic education theory,aesthetic teaching is planned by means of literature research,questionnaire survey and case analysis.In this process,we should avoid diluting the teaching content and follow the principles of moderation,intuition,authenticity and enlightenment.Based on the investigation of the current situation of infiltration of aesthetic education into history teaching in junior middle school,it is clear that the implementation effect of infiltration of aesthetic education into history teaching in junior middle school is not very ideal.In the history classroom teaching of junior middle school,teachers need to find the combination and penetration points of aesthetic education,formulate the teaching objectives of aesthetic education,and fully tap the aesthetic education materials in textbooks.Using colorful teaching methods to infiltrate aesthetic education and creating relaxed and pleasant classroom situation is a good way to infiltrate aesthetic education.Problem-inquiry method is another teaching method to cultivate students' aesthetic ability in history teaching.It can enlarge the aesthetic function of history education.The new curriculum reform of history has incorporated the activity class into the classroom teaching content.The infiltration of aesthetic education in activity class can be carried out through system.The courseware of the history of culture,the organization of visits to the cultural environment,the holding of pictures exhibition of the history of history and culture,etc.are held.After class,activities such as watching historical documentaries,visiting historical and cultural attractions and unfolding memorial day can be held.History teaching in junior middle school should be based on the physiological and psychological characteristics of junior middle school students,determine the aesthetic education goals according to the requirements of curriculum standards,exert planned and organized aesthetic education influence on the educates by virtue of the advantages of a large number of aesthetic education materials in history disciplines,let students feel,experience and even create beauty,stimulate students' interest in learning,and promote the full realization of the objectives of history teaching.To sublimate the history classroom in junior high school,realize the real value of history education,cultivate the development of students' aesthetic emotion and personality,form noble aesthetics,and promote the comprehensive development of students' quality.