Research On Aesthetic Education Penetration In Children’s Poetry Teaching In The Lower Section Of Primary Chinese

Children’s poetry contains rich aesthetic values that have positive significance for cultivating the aesthetic ability of elementary school students and shaping their healthy personality.With the continuous deepening of curriculum reform,the problems in traditional children’s poetry teaching have gradually emerged.In the actual teaching process,there are problems such as deviation from aesthetic education goals and neglect of students’ aesthetic experience,which make it difficult to play the aesthetic function of children’s poetry teaching.Therefore,using the children’s poetry in the unified textbook to permeate students with aesthetic education is an important means to implement quality education.Using children’s poetry,which is loved by children and meets their aesthetic psychological needs,to permeate aesthetic education among lower primary school students is a requirement for the continuous deepening of the new curriculum reform and an internal requirement for children’s poetry teaching.This study focuses on the permeation of aesthetic education in children’s poetry teaching for primary school students.Firstly,an analysis of children’s poetry and its aesthetic value was conducted to explore the basis and significance of aesthetic education permeation in children’s poetry teaching for primary school students,providing strong support for the subsequent research.Secondly,using questionnaires and interviews,the current situation of aesthetic education permeation in children’s poetry teaching for primary school students in Xiamen Y primary school was investigated.It was found that there are problems in the current aesthetic education permeation in children’s poetry teaching for primary school students,such as neglecting the "child-centered" principle,deviating from the aesthetic education goals,underestimating students’ emotional experience,neglecting aesthetic ability cultivation,solidified methods of aesthetic education permeation,lack of liveliness in the classroom atmosphere,single evaluation methods for aesthetic education,and insufficient guidance for aesthetic personality.Subsequently,four attributions were made for the problems: the influence of traditional classroom teaching,the impact of network information culture,the lack of effective aesthetic contexts,and the lack of aesthetic education literacy among teachers.Based on the survey results and in combination with the requirements of the new curriculum standards and the aesthetic psychological characteristics of primary school students,four paths of aesthetic education permeation were explored:clarifying aesthetic education goals and respecting students’ aesthetic personality;introducing the beauty realm of poetry and deepening students’ aesthetic experience;extending learning beyond the classroom and stimulating students’ aesthetic creativity;improving teachers’ aesthetic education literacy and optimizing the quality of aesthetic education.Finally,based on the above-mentioned paths of aesthetic education permeation in children’s poetry teaching,the representative text "The Little Painter in the Snow" was used as a teaching case.Through a detailed analysis of the case,it is hoped that guidance and direction can be provided for frontline teachers in permeating aesthetic education in children’s poetry teaching for primary school students.This study combines children’s poetry teaching with aesthetic education,guided by the "child-centered" principle and Schiller’s aesthetic education theory,aiming to explore effective paths of aesthetic education permeation that are in line with the psychological characteristics of primary school students in children’s poetry teaching,to achieve the aesthetic education goals of children’s poetry teaching,and promote the comprehensive development of students.