Research On The Application Of Native Resources From The Perspective Of Aesthetic Education

Aesthetic education is the direction of education development under the background of quality education.The development of aesthetic education is beneficial to release students’ emotions,activate their thinking,enlighten their intelligence and improve their personality.For geographical aesthetic education,on the one hand,aesthetic education can promote the absorption of knowledge and the improvement of ability accomplishment;On the other hand,geography has the advantage of aesthetic education because of the abundant resources of aesthetic education in geographical environment.Local resources are important teaching resources of geography.The use of local resources in geography curriculum can improve the interest in geography learning and promote the development of geography teaching.Meanwhile,local resources have rich aesthetic education value and can promote the cultivation of aesthetic education accomplishment.From the perspective of aesthetic education,the author makes use of geographical and rural resources for teaching application research,makes full use of the aesthetic education value of local resources,carries out geography teaching from the perspective of aesthetic education,and explores the implementation methods of geographical aesthetic education in line with the background of quality education.After consulting relevant literature on the application of local resources in teaching from the perspective of aesthetic education,and borrowing Professor Huang Jinghong’s five aesthetic education values of geography,including natural beauty,formal beauty of geography,social beauty of geography,beauty of geography science and beauty of geography art,the author proposed four aesthetic education values of geography from the perspective of teaching practice--natural beauty,humanistic beauty,rhythm beauty and coordinated beauty.From these four aspects,the aesthetic education value of karst local resources in Guizhou Province is analyzed and the richness of aesthetic education value of local resources is affirmed.Then,questionnaire survey was adopted to investigate the application of local resources in the teaching of front-line geography from the perspective of aesthetic education.The basic data of the survey was analyzed in charts and graphs,and SPSSAU software was used to test its reliability,validity and chi-square.The following problems were found in the application of local resources in the teaching of front-line geography from the perspective of aesthetic education: First,front-line teachers have problems such as lack of aesthetic education literacy,lack of improvement of aesthetic education literacy,neglect of the aesthetic education value of rural resources in class,lack of case conversion ability,and so on.Meanwhile,the questionnaire of students shows that students have strong interest in rural resources and need for aesthetic education in class.Under the guidance of the question,the author takes Karst Landform as an example to carry out the teaching case study of local resources from the perspective of aesthetic education.During the research process,after conducting some preliminary analysis preparations,such as analyzing textbooks and learning conditions,combining with local resources to formulate textbooks and resources comparison table,setting up aesthetic education links and so on,the final teaching practice was carried out to explore ways to solve the problems existing in the application of local resources from the perspective of aesthetic education.Through investigation and analysis and teaching case study,the author believes that the aesthetic education quality of geography class can be improved from three aspects and the educational value of geography subject can be enhanced.First,from the perspective of carrying out geography teaching activities,improving teachers’ aesthetic education accomplishment,paying attention to the accumulation of local resources and their aesthetic education value is conducive to improving the degree of emphasis on aesthetic education in geography classroom.The key point is that the creation environment of geography teaching activities is the application of teachers and local resources.Improving teachers’ awareness of aesthetic education and using local resources to create aesthetic education conditions can effectively promote the implementation of geographical aesthetic education.Second,from the perspective of geography classroom teaching design,the implementation of geography classroom aesthetic education in the teaching process to enhance the geography classroom aesthetic education.After teaching case practice,the author believes that geography teaching design can be carried out to enhance the role of geography classroom aesthetic education through several teaching strategies such as teaching links,teaching main line,visual and emotional aesthetic education design,and improving the classroom aesthetic education atmosphere.Improve the value of geographical education.Thirdly,from the perspective of the education value of geography,geography class pays attention to students’ aesthetic education needs,enriche the development form of aesthetic education,and increases the space for students’ performance,which is an effective way to pay attention to students’ subjectivity,realize the aesthetic education of geography,and enhance the education value of geography.