Research On Aesthetic Teaching Of Classical Chinese In Senior High School Based On Learning Task Group

In order to make Chinese teaching better adapt to the development of students and society,since the ’ Ordinary High School Chinese Curriculum Standard(2017 Edition)2020 Revision ’(hereinafter referred to as the Curriculum Standard)has clarified the ’Chinese learning task group ’,great scholars have demonstrated the rationality of this theory while also exploring the methods of learning task group throughout Chinese teaching.At present,the high school Chinese textbooks compiled by the Ministry are based on the two clues of Chinese learning task group and humanistic theme,and the implementation of teaching is adapted to the teaching of high school Chinese textbooks.At the same time,the curriculum standards also clearly put forward the requirements to improve students’ aesthetic quality.In this context,the classical Chinese with research significance in high school textbooks will surely generate new vitality.How to promote the use of learning task groups to organize and present the course content under the premise of classical Chinese aesthetic teaching,is a necessary step in Chinese teaching.In this paper,by discussing the aesthetic basis of textbook selection and the aesthetic content of unit classical Chinese,the reasons for choosing the selective compulsory textbook compiled by the Ministry as the research material are explained.At the same time,the problems in the aesthetic teaching of classical Chinese are analyzed,and the practical significance of classical Chinese aesthetic teaching strategies and aesthetic teaching design examples are put forward.It mainly includes the following parts:Based on the proposal and implementation of the learning task group,the introduction discusses the importance of classical Chinese aesthetics from the perspective of textbook characteristics,social development requirements,and aesthetic teaching.From the level of implementing the core literacy of Chinese,promoting students’ aesthetic literacy,cultural understanding and inheritance,this paper puts forward the necessity of studying the aesthetic teaching of classical Chinese.In order to further explore the aesthetic teaching of classical Chinese.The first chapter is the elaboration of the related concepts of classical Chinese aesthetic teaching.Through verification,it clarifies the background of ’ learning task group ’ ’ big task ’ and the diachronic evolution of classical Chinese aesthetic teaching,clarifies the corresponding concepts,and illustrates the aesthetic nature of classical Chinese in content and form from three aspects of ’ implicit conciseness ’,’ both form and spirit ’ and ’ internal richness ’.The second chapter is based on the observation method and the comprehensive analysis method,analyzes the problems in the aesthetic teaching process of high school classical Chinese from the perspectives of teachers,students and society,and proposes aesthetic teaching strategies.The ambiguity of teachers’ aesthetic consciousness,the inconsistency of aesthetic teaching and the shackles of thinking;students ’ lack of initiative and ability in learning makes classical Chinese influenced by social utilitarian thinking and lack of understanding basis,and the development space of aesthetic teaching is limited.The strategy part,mainly from the two aspects of classical Chinese content and ’ unit learning task ’,puts forward the comprehensive and flexible use of ’big task ’ situation and ’ small topic ’ to implement writing and expression tasks.In general,it is to strengthen students’ specific aesthetic abilities such as aesthetic speculation,aesthetic initiative,and aesthetic creation.At the same time,it promotes the improvement of students’ aesthetic literacy and effectively promotes the cultivation of students’ core Chinese literacy.The third chapter is the presentation of two specific aesthetic teaching designs,which is the practice of aesthetic teaching strategies.Tao Yuanming ’s " returning to the field " choice " teaching design is based on the intensive reading of the text,using the expanded in-class and out-of-class materials to form a " big task " to explore the meaning of " garden " in Tao Yuanming ’s mind;the teaching design of " tasting Chinese poetry and looking for cultural genes " is to use the textbook unit to set up and compare " small topics," and finally achieve students ’ overall perception of Chinese classical poetry.The conclusion affirms the aesthetic teaching value of classical Chinese,and puts forward the temporary nature of its aesthetic learning dilemma.Under the advocacy of the learning task group,it is operable for all parties to work together to break through the dilemma and take it as an opportunity to inherit the excellent traditional culture.