Research On Chinese Aesthetic Experience Teaching In Junior High School

The primary intention of aesthetic experience teaching in junior middle school is to apply aesthetic emotion to classroom teaching in a planned and organized way according to teachers aesthetic cognition,in the specific teaching process to consciously carry out aesthetic experience-based teaching activities.Judging from the current situation of Chinese teaching in junior middle schools,most teachers generally adopt the teacher-led spoon-feeding teaching method rather than the student-led experiential method,and do not pay enough attention to the students’ subjectivity in listening and speaking in class,the emotional experience of the students was ignored.In the process of aesthetic experience teaching,students can not only learn Chinese knowledge,but also be influenced by beauty,enhance their spiritual realm and rebuild their healthy personality.At the same time,good classroom aesthetic experience for junior high school students cognitive aesthetic ability and cultural taste of the continuous improvement has a great help.The aesthetic experience teaching covers a wide range of contents and levels,from discovering beauty,experiencing beauty,cognitive beauty to appreciating beauty.The study of this paper is mainly carried out from the theory of aesthetic experience teaching,through the combination of the current situation of aesthetic experience teaching in junior middle school,to find the application of this method in the lack of situation,and find an effective adjustment strategy.This paper includes four parts.The first part is the introduction of the article,the introduction of this article is the reason for the study,value,research review and the definition of related concepts.At the same time,the research methods of this paper are inductive analysis and questionnaire survey.The second part focuses on the necessity and feasibility of aesthetic experience teaching in Chinese.The third part,in view of the Chinese classroom carries on the esthetic experience type teaching the present situation and the question carries on the reason analysis.The fourth part mainly expounds the present situation of aesthetic experience teaching in Chinese teaching of junior middle school,and combining the standards,characteristics of Chinese teaching materials and the learning characteristics of students,put forward the implementation principles and strategies of aesthetic experience teaching.The research of this paper provides an effective way for front-line educators to carry out Chinese experiential teaching.This paper includes four parts.The first part is the introduction of the article,the introduction of this article is the reason for the study,value,research review and the definition of related concepts.At the same time,the research methods of this paper are inductive analysis and questionnaire survey.The second part focuses on the necessity and feasibility of aesthetic experience teaching in junior Chinese class.The third part,in view of the Chinese classroom carries on the esthetic experience type teaching the present situation and the question carries on the reason analysis.The fourth part mainly expounds the present situation of aesthetic experience teaching in Chinese teaching of junior middle school,and combining the standards,characteristics of Chinese teaching materials and the learning characteristics of students,put forward the implementation principles and strategies of aesthetic experience teaching.The research of this paper provides an effective way for front-line educators to carry out Chinese experiential teaching.