A Study On Teaching Strategies Of High School Novels Based On "Aesthetic Appreciation And Creativity" Literacy Enhancement

"Aesthetic appreciation and creativity" is an important concept clearly stated in the Senior Secondary Language Curriculum Standards(2017 Edition),and is an essential element of the core literacy of the language subject.Fiction is a highly aesthetic literary genre in senior secondary language teaching materials,and is an important vehicle for cultivating students’ appreciation and creation of beauty.Aesthetic education in fiction is beneficial for implementing the requirements of the curriculum and improving students’ overall subject core literacy.In the current teaching practice,some teachers have certain problems in the aesthetic education of novels,making students’ learning ineffective and failing to improve their aesthetic literacy.In view of this,this thesis takes the teaching of novels as the starting point,analyses and considers the actual situation of novel teaching through literature research and questionnaire surveys,in an attempt to explore the teaching strategies of high school novels under the literacy of "aesthetic appreciation and creation".The thesis aims to explore the aesthetic elements in fiction and to explore teaching forms that integrate aesthetic appreciation and creativity.This thesis consists of the following five parts: the first part is the introduction,which focuses on the reasons and significance of the chosen topic,a literature review of relevant studies to discuss the research value of this thesis,and a definition of the concepts related to this thesis.The second part explores the possibility of implementing aesthetic education in the teaching of high school novels,firstly by analyzing the aesthetic factors contained in novels,secondly by analyzing the aesthetic psychology of high school students in reading novels,and by clarifying the feasibility and necessity of aesthetic education in novels.The third part examines the current situation of teaching the core literacy of "aesthetic appreciation and creativity".A questionnaire survey was used,one for teachers and one for students.The findings of the questionnaires are used to analyse the problems of teachers and students in the teaching of high school fiction and their causes.The fourth part of the study investigates the teaching strategies of high school novels based on the literacy of "aesthetic appreciation and creativity".On the basis of the survey and analysis of the current situation,the teaching strategies are proposed,such as deepening students’ aesthetic perceptions through the use of environmental descriptions and holistic reading;improving students’ aesthetic appreciation based on character descriptions and savoring language features;and stimulating students’ aesthetic creativity by encouraging them to create and keeping a tight grip on the white space in the plot.In the fifth part,three novels with different characteristics are selected for the above teaching strategies and methods,and the corresponding teaching design is carried out to analyse the characteristics of the texts,explain the design concept and demonstrate the teaching process.The article takes the current situation of teaching fiction in high school as the basis,and takes the core literacy of ’aesthetic appreciation and creativity’ as the target guide to explore how to better cultivate the aesthetic literacy of high school students in fiction texts,with the aim of helping front line teachers to better implement aesthetic education in fiction,improve students’ aesthetic literacy and implement the relevant requirements of the new curriculum.