A Study On The Aesthetic Education Of The Book Of Songs Based On The Tradition Of “Poetic Education”

As a humanities subject,language has an important function of cultivating students’ aesthetic ability and nurturing their moral sentiments.As an educational tradition,"poetry education" has a long history and profound cultural accumulation,and the Book of Songs,as a treasure of Chinese culture,has an important role in aesthetic education.Therefore,the study of aesthetic education based on the tradition of "poetry education" is important to meet the aesthetic needs of secondary school students,cultivate their aesthetic abilities,and improve their humanistic qualities."Poetry education" is a concept with Chinese characteristics,and the traditional "poetry education" refers to the cultivation of a gentleman’s personality by means of the Book of Songs.Inheriting and carrying forward the fine tradition of "poetry education",we can explore the integration of "poetry education" and aesthetic education from three aspects: the education purpose of gentle and generous,the education content of Xingguan,and the education method of unifying poetry,ritual and music,so that its function of nurturing temperament and cultivating sentiment can be maximized.The integration of "poetry education" and aesthetic education is explored in three aspects,so that its function of nurturing the nature and cultivating the sentiment can be maximized,thus improving the overall quality of students and promoting their overall development.Based on the tradition of "poetry education",it is feasible to use the text of the Poetic Edda to carry out aesthetic education,because on the one hand,the language,mood and imagery of the Poetic Edda embody rich aesthetic values,and on the other hand,the various kinds of aesthetic education penetrated in elementary school and the psychological development level of junior high school students make them have a certain aesthetic foundation,thus providing a possibility for implementing aesthetic education.This provides the possibility of implementing aesthetic education.In addition,the lack of aesthetic education in the language classroom and the important role of aesthetic education of the Poetic Edda in personality cultivation and overall human development determine the necessity of aesthetic education of the Poetic Edda at the junior high school level.Inheriting and developing the tradition of "poetry education" in the teaching of the Poetic Edda,we need to carry out aesthetic education from three aspects: discovering beauty,feeling beauty,and creating beauty.Firstly,we should fully explore the aesthetic value of the selected texts of the Poetic Edda,and enrich the aesthetic education content of "poetic meaning" by expanding the breadth,depth and height of the content.Secondly,we conduct multi-level aesthetic activities to perceive the beauty of rhyme and sound through chanting and reciting,the beauty of mood through imagination,and the beauty of emotion through in-depth investigation.Finally,the students’ ability to create beauty is cultivated in the in-class practice of writing imitation and translation and rewriting,and their aesthetic ability is improved in the process of guiding them to create beauty.With the help of the above reflections,supplemented by the teaching design of "The Belt",the problems of aesthetic education of the Poetic Edda are further examined in the context of theory and practice,laying the foundation for further improvement and enhancement in the future.