Research On Ecological Aesthetic Education In Official Version Chinese Reading Teaching In Junior Middle School From The Perspective Of Core Competence

Starting from the perspective of Chinese core literacy and taking the junior middle school Chinese textbooks compiled by the Ministry as the object,this paper studies the ecological aesthetic education of junior middle school Chinese teaching.The introduction explains the purpose,significance and methods of Chinese ecological aesthetic education research,summarizes the research status of Chinese ecological aesthetic education,and believes that ecological aesthetic education is an important issue in the development of ecological aesthetics.At present,many schools do not pay enough attention to Chinese ecological aesthetic education.Understanding the research status of Chinese ecological aesthetic education is helpful for teachers to deepen their understanding of ecological aesthetic education,so as to carry out ecological aesthetic education teaching more effectively.First,it defines the related concepts of Chinese ecological aesthetic education in junior middle school.The Chinese ecological aesthetic education in junior middle school tries to give full play to the function of educating people through the Chinese classroom in junior middle school,so that students can feel,appreciate,discover,imagine and create beauty in Chinese learning,and finally realize the value pursuit of life.Chinese core literacy mainly includes four aspects:language,thinking,aesthetics and culture.Analyzing the reading teaching of Chinese ecological aesthetic education in junior middle school from the four perspectives of Chinese core literacy is conducive to students’ understanding and using the language in the ecological text of junior middle school Chinese textbooks compiled by the Ministry,developing and improving students’ aesthetic thinking ability,establishing students’ecological aesthetic concept and improving students’ ecological aesthetic literacy,Students’aesthetic inheritance and ecological cultural development.In addition,it also explains the relationship between Chinese core literacy and Chinese ecological aesthetic education.Chinese core literacy includes the content of Chinese ecological aesthetic education.Chinese ecological aesthetic education needs the guidance of Chinese core literacy.The two are interrelated and mutually reinforcing.To study the Chinese Ecological Aesthetic Education under the Chinese core literacy of junior middle school,we should follow the characteristics and laws of the physical and mental development of junior middle school students,understand the connotation of Chinese core literacy,and comprehensively explore the problems,methods and implementation strategies of Chinese ecological aesthetic education from the connotation of Chinese core literacy.Secondly,it explores and analyzes the ecological text in the lower edition of junior middle school Chinese textbooks.The ecological text in the junior middle school Chinese textbook compiled by the Ministry is the carrier of the implementation of Chinese ecological aesthetic education.The selection and design of the textbook content clearly points out the distribution and guidance of the ecological text.During teaching,we should use the method of the student aid system to guide,feel the ecological beauty and artistic conception beauty of the language in the ecological text,and experience the beauty of natural scenery,the harmony between man and nature and the harmony between man and society revealed in the ecological text,in order to better implement the teaching of ecological aesthetic education.Thirdly,it discusses the problems faced by Chinese ecological aesthetic education teaching in junior middle school.As for the junior middle school stage,the current ecological aesthetic education teaching is facing many problems:the lack of teachers’ ecological aesthetic education concept,the ecological aesthetic education mechanism needs to be established and improved,the students’ ecological aesthetic subject status is not brought into play in teaching,the students’ ecological aesthetic needs are ignored,and the current ecological aesthetic education environment causes students’ bad ecological aesthetic habits and impetuous ecological aesthetic psychology.Fourth,it explores the implementation strategy of Chinese ecological aesthetic education from the perspective of Chinese core literacy.In order to ensure the effect of Chinese ecological aesthetic education in junior middle school,improve students’ ecological aesthetic consciousness and ecological aesthetic quality,and promote students’ all-round development,this paper puts forward corresponding implementation strategies:improve teachers’ecological aesthetic quality and improve the quality of Chinese ecological aesthetic education;Constructing ecological aesthetic thinking and cultivating students’ ecological aesthetic ability;Strengthen ecological aesthetic practice and strengthen students’ ecological aesthetic consciousness.Before class,teachers should be well prepared for teaching,improve their ecological aesthetic consciousness and master the relevant knowledge of ecological aesthetic education;In class,we should pay attention to students’ ecological aesthetic trend and cultivate students’ ecological aesthetic and appreciation ability purposefully;After class,we should strengthen the learning effect and promote ecological culture through ecological aesthetic practice.Combined with junior middle school Chinese teaching materials,this paper combines Chinese core literacy with ecological aesthetic education,provides reference and reference for the construction of junior middle school Chinese ecological aesthetic education,and provides an effective way to promote the all-round development of students.Then,combined with the connotation of Chinese core literacy,this paper analyzes the teaching case of purple vine waterfall by Yu Yingchao,a Chinese Super teacher,from four dimensions.