Research On The Teaching Of "Aesthetic Appreciation And Creation" Accomplishment Of Modern And Contemporary Prose In Senior High School

"Aesthetic appreciation and creation" accomplishment an important concept put forward in the high school Chinese curriculum standards(2017 edition).It is an indispensable part of the core accomplishment of the Chinese discipline and an important mission of the Chinese curriculum.Modern and contemporary prose is an aesthetic literary genre in high school Chinese textbooks.It is an important carrier to train students to appreciate and create beauty.However,the current teaching status of modern and contemporary prose "Aesthetic appreciation and creation" accomplishment not optimistic.This paper closely combines the Chinese curriculum standard of senior high school(2017 Edition),takes the modern and contemporary prose selected in the current compulsory Chinese textbook of senior high school(2004 Edition)as the materials,and takes the modern and contemporary prose teaching as the starting point,trying to explore the teaching strategies of the modern and contemporary prose in Senior High School under the "aesthetic appreciation and creative literacy",and explore the aesthetic education elements in Chinese teaching,so as to promote The students' aesthetic appreciation and creative quality provide a teaching model for reference.Introduction.Firstly,it explains the relevant concepts of "Aesthetic appreciation and creation" accomplishment,defines the meaning of core accomplishment,Chinese core accomplishment and "Aesthetic appreciation and creation" accomplishment,and investigates the relationship between "Aesthetic appreciation and creation" accomplishment and other three accomplishments.Secondly,the current research achievements and shortcomings are sorted out.Thirdly,the research ideas,methods and significance of this topic are explained.The first chapter mainly expounds the teaching basis of "Aesthetic appreciation and creation" accomplishment.The first section expounds the theoretical basis behind "Aesthetic appreciation and creation" accomplishment,that is,the theory of reception aesthetics,constructivism,dialogue and aesthetic education in China.The second section elaborates the course goal and the teaching goal basis;The third section elaborates the academic situation basis;The fourth section expounds the aesthetic basis of modern and contemporary prose.The second chapter investigates the teaching status of "Aesthetic appreciation and creation" accomplishment,which is mainly divided into two sections.The first section,combined with questionnaire survey and interview,reveals the shortcomings of high school modern and contemporary prose teaching: exam-oriented education,model teaching;Dismemberment analysis,no beauty;Neglect of students' dominant position;Students are not highly interested in study.The second section further analyzes the deficiencies of the teaching of "Aesthetic appreciation and creation" accomplishment the modern and contemporary prose of senior high schools.Teaching utilitarianism,neglect of aesthetic appreciation and creation;Teaching evaluation is not perfect.The third chapter explores the teaching strategy of "Aesthetic appreciation and creation" accomplishment.Based on the research in the first two chapters,four teaching strategies are proposed.First,through the establishment of aesthetic education concept,improve aesthetic accomplishment and in the teaching of aesthetic knowledge to strengthen the foundation of appreciation.Secondly,through the taste of personalized language,feel unique images,experience unique feelings and interpretation of images,taste artistic conception to enhance the perception of prose beauty.Thirdly,deepen the aesthetic experience of prose in capturing and creating real and effective situation.Finally,the aesthetic creation of prose is enlightened by focusing on personalized reading,rational expansion and comparative reading.The fourth chapter puts forward the evaluation system of "Aesthetic appreciation and creation" accomplishment teaching.They are as follows: evaluation subject diversification,respect students' subject status;Focus on the process and choose appropriate and diverse evaluation methods;The evaluation index is established based on the academic quality.