Teaching Strategies Of Infiltrating Aesthetic Education Into High School History From An Interdisciplinary Perspective

Under the background of the new curriculum reform,the necessity and importance of interdisciplinary teaching method in the application of high school history teaching has been fully discussed,and its practical effect has also been recognized by academic circles and front-line teachers.The study of high school history teaching from an interdisciplinary perspective provides a path for the implementation of the party’s education policy in the new era and the achievement of the goals of ordinary high school history curriculum.The infiltration of aesthetic education in high school history teaching is an important way to try interdisciplinary teaching of history.Combining the ideas and research methods of fine arts to help students feel beauty visually,combining the ideas and research methods of aesthetics to analyze the aesthetic feelings,aesthetic evaluation and aesthetic laws of the times in a long period of time,and to understand the aesthetic concepts and interests of the characters and the times,which plays a positive role in the cultivation of students’ aesthetic ability and the core literacy of history.This thesis according to the relevant academic achievements of topic selection and reading,focusing on the party’s education policy and education goal,based on the new curriculum standard of high school history revised in 2020,using the perspective and research methods of art and aesthetics,this thesis excavates and analyzes the aesthetic education materials of the unified edition of Chinese and foreign history outline(Ⅰ)’.Through the questionnaire survey of front-line teachers,we can grasp the specific situation of high school history infiltration aesthetic education in front-line teaching and the teaching effect of various aesthetic education materials and methods.Starting from the dilemma and pain points of implementing aesthetic education in current history teaching,combined with the teaching achievements such as situational teaching method and the practical experience of the author’s teaching practice,absorbing the feedback of teachers,giving specific teaching strategies for the infiltration of aesthetic education in high school history,and providing ideas for the combination of five educations and the requirements of high school history curriculum standards.