A Study On The Aesthetic Taste Cultivating In "Emotional Philosophy" Unit Based On Anchor Mode

In the era of core literacy,the cultivation of "aesthetic interest" has been placed in a significant position in Chinese teaching.However,in today’s Chinese teaching,Chinese teachers’ utilitarian tendency of teaching is obvious,and the teaching,mainly based on the improvement of students ’achievements,ignores the students’ sound personality.The cultivation of students ’aesthetic taste is not only related to students,but also puts forward higher requirements for teachers’ aesthetic ability.Anchor teaching model is a relatively mature teaching model,with its scientific nature and cutting-edge nature,and has a very important role in the mining of aesthetic characteristics in prose teaching.How to innovate the implementation path of aesthetic interest cultivation in prose teaching,and create an anchor prose teaching mode that can not only arouse students’ learning interest and mobilize students to actively participate in it has become the starting point and inquiry point of this topic.Based on the anchor teaching model of grade eight "emotional philosophy" unit of aesthetic taste training practice,supported by situation cognition and learning theory,based on the anchor prose teaching model as the paradigm,examine and explore the anchored prose teaching mode of junior high school students aesthetic taste cultivate the practice of a practice attempt.The teaching design in this practice research is mainly based on the curriculum standard,teaching material content and learning situation.Considering the above three aspects,the author carries out the corresponding teaching design,integrates the unit subject,focuses on the core elements and sets the specific anchor teaching design.On the basis of complete teaching design,teaching practice,clever "anchor" to stimulate students ’aesthetic interest;timely "anchor",guide students to learn aesthetic knowledge;timely "anchor",enhance students’ aesthetic experience;accurately "anchor",guide students to make aesthetic creation.Through teaching practice,students’ aesthetic interest is stimulated,aesthetic knowledge of the conservation is improved,aesthetic experience is enhanced,aesthetic creativity is improved.However,there are still many shortcomings in this teaching practice,on the one hand,the cultivation of students’ aesthetic taste is not an overnight work,we need the joint efforts of teachers and students.On the other hand,the value of middle students’ independent cooperation in teaching practice needs to be further reflected.