Research On Teaching Strategies Of High School Chinese Tragic Works From The Perspective Of Aesthetic Education

In October 2020,The State Council issued the Opinions on Comprehensively Strengthening and Improving the Aesthetic Education in Schools in the New Era,which specified the aesthetic education in schools in the new era from the top-level design,showing the important role of aesthetic education in school education.In addition,"ordinary high school Chinese Curriculum Standards" clearly put forward the "aesthetic appreciation and creation" of the core quality,aimed at improving students’ aesthetic ability.Therefore,the aesthetic education into every aspect of Chinese teaching has become the era of Chinese education reform.Due to the unique aesthetic value of tragedy text,the introduction of aesthetic education in teaching has a more ideal effect on the cultivation of students’ body and mind.Therefore,it is a convenient way to realize the goal of Chinese aesthetic education to study the teaching strategy of high school Chinese tragedy works from the perspective of aesthetic education.High school Chinese textbooks have selected many tragic works with both quality and beauty,including The Injustice of Dou E,Thunderstorm,Hamlet,Blessing,The Old Man and the Sea,and peacocks flying to the Southeast.These tragic works have unique advantages for the improvement of students’ aesthetic quality.However,the aesthetic education effect of tragedy works in high school is not ideal.Based on this,this study takes the core quality of Chinese subject as the fundamental principle,and takes the teaching of tragic works as the entry point to explore the strategy of aesthetic education,so as to promote the all-round development of students.This study is mainly divided into six parts.The first chapter is the introduction,from the origin of the research,the purpose and significance of the research,literature review and research methods.The second chapter combs the important concepts involved in this research,and defines the four key concepts of "aesthetic education","Chinese aesthetic education","tragedy and tragic characteristics" and "tragic works" respectively.The third chapter makes an aesthetic interpretation of the unified edition of high school Chinese tragedy works.This chapter discusses the aesthetic value of high school Chinese tragedy works from three aspects: "aesthetic cognitive value","aesthetic emotional value" and "aesthetic ideal value".The fourth chapter analyzes the current situation of aesthetic education of high school Chinese tragedy works.Through field investigation,it is found that there are many problems in aesthetic education of high school Chinese tragedy works.From the perspective of teachers,the concept and mode of teachers’ aesthetic education need to be changed.From the perspective of students,the aesthetic experience of students to tragic works is insufficient,aesthetic interest needs to be improved.Chapter five discusses the teaching strategy of high school Chinese tragedy aesthetic education.This paper probes into the aesthetic teaching strategies of tragic works from four aspects: "establishing psychological distance","setting teaching situation","interpreting tragic text" and "focusing on aesthetic creation",so as to improve students’ abilities in four aspects: "aesthetic perception","aesthetic experience","aesthetic understanding" and "aesthetic creation",so as to help students improve their aesthetic ability comprehensively.The sixth chapter aims at the aesthetic teaching strategies proposed in this study,taking "Dou E Yuan" as an example to design and evaluate the aesthetic education case of tragic works,and test the effectiveness of the proposed teaching strategies.