A Study On The Penetration Of Aesthetic Education In High School Geography Teaching Under Core Literacy

As an important part of the core literacy of Chinese students’ development,aesthetic taste is the literacy that contemporary middle school students should prepare for.Its cultivation is mainly achieved through aesthetic education.School aesthetic education plays an irreplaceable role in the implementation of the fundamental task of establishing morals..Therefore,strengthening the aesthetic education of middle school students in the new era has received more and more attention.However,with the deepening of the reform of the new curriculum,although more and more educators realize the importance of integrating aesthetic education into the subject teaching,most of the current teaching practice and research focus on the literary and artistic colors such as Chinese,music and fine arts Relatively dense subject areas,relatively few practices and research in geography subjects that are biased towards science.Geography has two major attributes of nature and society,which contains rich aesthetic elements.Infiltrating aesthetic education in geography teaching in the new era is of great significance to improving the core literacy of middle school students.This article first discusses the necessity of implementing aesthetic education penetration in high school geography teaching from the perspective of the relationship between geography core literacy and geo-aesthetic interest,that is,the integration of core literacy and geographical aesthetics,core literacy and geographical aesthetic goals The internal relationship that points to unity,core literacy,and aesthetic taste training complements each other in teaching determines that the implementation of geographic core literacy training needs to infiltrate aesthetic education in teaching.The feasibility of the implementation of aesthetic education penetration is clarified from three aspects:geographic landscape is rich in aesthetic characteristics,the design of geographic textbooks focuses on the integration of aesthetic values,and multimedia provides guarantee for the implementation of aesthetic education penetration.Based on the theoretical analysis,the survey on the penetration of aesthetic education in geography teaching in high schools revealed that there is insufficient attention to aesthetic education in schools during the process of aesthetic education penetration in middle schools,the basic quality of teachers ’aesthetic education needs to be improved,and students’ lack of geographic aesthetic literacy And other issues.In response to the above problems,this article establishes the principles of the integration of the five ethics of "Morality,Wisdom,Beauty,and Labor",the combination of science and aesthetics,the combination of theory and practice,the combination of individualized education and gradual progress,and the combination of motivation and guidance.Based on the three main subjects of school,teacher and student,we propose a targeted penetration strategy: First,the school plays a functional role,strengthens the construction of campus aesthetic education,increases investment in educational equipment,strengthens post-service education,and creates the necessary material foundation conditions for the implementation of aesthetic education;The second is that teachers play a leading role.Under the premise of enhancing their own aesthetic cultivation,they will dig deep into the geographical aesthetic education materials,broaden the geographic aesthetic education penetration channels,strengthen the geographical aesthetic education,and promote the deepening of aesthetic education penetration;third,students play the main role and correct the aesthetic attitude He is good at observing life,accumulating aesthetic experience,actively participating in aesthetic activities,daring to exert aesthetic imagination,and promoting the smooth implementation of aesthetic education penetration in geography teaching.Finally,under the guidance of the above principles and strategies,this article conducts practical teaching with the case of "regional culture and urban-rural landscape" to provide a reference for the future construction of geographic aesthetic classrooms.