| In 2020,the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council issued the "Opinions on Comprehensively Strengthening and Improving School Aesthetic Education in the New Era",which pointed out the need to establish the concept of disciplinary integration.Strengthen the integration of aesthetic education with moral education,intellectual education,physical education,and labor education,fully explore and utilize the rich aesthetic education resources that embody the spirit of Chinese aesthetic education and the aesthetic characteristics of the nation,such as spiritual beauty and language beauty,contained in various disciplines,and organically integrate the aesthetic education content of relevant disciplines.The Curriculum Standards for Ideological and Political Education in Ordinary High Schools(2017 Edition and 2020 Revision)proposes that the educational task is to promote students’ comprehensive and personalized development,laying the foundation for their lifelong development.Both consider aesthetic education and moral education as indispensable components of comprehensive development education.In high school ideological and political classroom teaching,how to use aesthetic education to improve students’ quality is not only related to their comprehensive development,but also has a direct impact on the role of moral education in ideological and political courses.However,in reality,the path of using beauty education in high school ideology and politics classroom teaching needs to be further studied.Studying the application of aesthetic education in high school ideological and political classroom teaching is a new requirement for talent cultivation in the new era of high-quality development,a guiding requirement of national education policies in the new era,and an urgent need based on reality.Therefore,this paper is divided into five chapters with the title of "Research on the Use of Aesthetic Education in Senior High School Political Science Classroom Teaching".The first chapter provides an overview of theories related to aesthetic education and high school ideological and political classroom teaching.This article briefly discusses the connotation and role of aesthetic education,the goals of high school ideological and political courses,and the resources of aesthetic education in high school ideological and political classroom teaching,in order to clarify the research object of this article and analyze the theoretical basis of the application of aesthetic education in high school ideological and political classroom teaching.In the second chapter,the necessity of using aesthetic education in high school ideology and politics class teaching is discussed from three aspects: the inevitable requirement of quality education,the inherent demand of comprehensive human development and the objective requirement of enhancing teaching effectiveness,and the feasibility of using aesthetic education in high school ideology and politics class teaching is discussed from the consistency of educational objectives,complementary teaching methods and diverse teaching media.Chapter three,the survey of the use of aesthetic education in high school ideology and politics class teaching is analyzed,and it is found that there are problems of teachers and students neglecting aesthetic education,lack of aesthetics in the process,single teaching method,boring teaching atmosphere and traditional evaluation methods in the use of aesthetic education in high school ideology and politics class teaching,and the causes of the existing problems are analyzed.Chapter four,combined with the principles of unity of unity and diversity,unity of dominance and subjectivity and unity of concreteness and abstractness in the use of aesthetic education in high school ideology and politics class teaching,the optimization strategies of strengthening the awareness of aesthetic education,tapping into the use of aesthetic education resources,using diverse teaching methods,creating a good teaching environment and constructing a scientific evaluation system are presented.Chapter five,on the practical cases of using aesthetic education in the teaching of high school ideology and politics.Design lesson examples for Unit 3,Lesson 8,"Ethnicity and Diversity of Culture" of the fourth compulsory course of high school ideological and political education in the unified edition. |
