The Mining Of Aesthetic Resources Of Geography Course In Middle School And The Exploration On Its Mining Methods

According to the party's education policy in the new era,it proposes to take high moral values establishment and people cultivation as the fundamental task of education,carry out quality education in an all-round way,as well as cultivate socialist builders and successors with all-round development of morality,intelligence,body and beauty.While the implementation of the fundamental task of high moral values establishment and people cultivation is in urgent need to put forward the core quality system of the development of students in each school section and discipline as a whole,so as to cultivate students' noble moral sentiments and good aesthetics ability.InGeographical Curriculum Standards for Compulsory Education(2011),it points out the necessity "to enhance the curiosity of geographical things and phenomena,improve the interest in learning geography and the aesthetic interest in geographical environment".As a basic discipline with the nature of both natural and social disciplines,Geography contains rich aesthetic resources of geography curriculum,which can well cultivate students' aesthetic ability.Thus,all of these require middle school geography teachers to pay special attention to the exploration of aesthetic resources of middle school geography curriculum in practice.In this paper,it focuses on the exploration of aesthetic resources of geography curriculum in middle school,which mainly expounds how to explore aesthetic resources of geography curriculum in teaching practice.By the method of literature,it summarizes the connotation,classification and characteristics of the aesthetic resources of middle school geography curriculum,which analyzes the necessity and theoretical basis of mining the aesthetic resources of middle school geography curriculum.Besides,it investigates the current situation of mining the aesthetic resources of middle school geography curriculum by the method of teacher questionnaire survey.Then,it makes statistical analysis of the survey results by using SPSS data analysis software.Thus,it obtains the advantages and existing problems of the current situation of geography curriculum aesthetic resource mining.Finally,it uses the method of educational narration and relies on the personnel experience in middle school geography teaching to make clear the principles of the mining and practice of the middle school geography curriculum aesthetic resources.Meanwhile,it puts forward the mining and practical countermeasures of middle school geography curriculum aesthetic resources from the aspects of teachers,students,the depth of mining and the conditions of mining,which also lists the aesthetic resource system of geography curriculum in four textbooks of geography in middle school in detail.In this paper,it gives full play to the convenience of the author as a front-line geography teacher in middle school,which uses the method of educational narration to expound the majority of the paper with examples according to his own many years of teaching experience in middle school geography.Thus,it makes the research in this paper well-founded and persuasive.What's more,it summarizes the explicit and implicit aesthetic resources that can be excavated in the four textbooks of geography in middle school in detail and systematically,which will be valuable for teachers to excavate the aesthetic resources of geography curriculum in middle school.