Research On Teachers’ Aesthetic Literacy

The purpose of education is that "educating people" is not "making machines ".As economic development and social competitiveness increased,to a certain extent,the education of our country is also influenced by utilitarianism,ignoring that people is an important principle of education,making the rational style of tools in education prevailing and humanistic spirit indifferent while human nature also experienced different degrees of alienation.To a certain extent,aesthetic education can make up for the deficiency of humanistic spirit education.Recently,the value of aesthetic education is recognized by the majority of scholars and educators,and the implementation of aesthetic education for quality education,the importance of talent training have been shown many times in the relevant policies of our country,which expect to open the mode of great aesthetic education in school.And teachers as the main bearer of education,the aesthetic cultivation of oneself is directly related to the implementation of aesthetic education concept,which extent affects the spread of humanistic spirit in education.Based on this,the research theme of this paper is the teacher’s aesthetic accomplishment,attempts to expound teachers’ aesthetic accomplishment and related concepts,the part of teacher’s aesthetic literacy structure,the historical development and generation mechanism of teachers’ aesthetic literacy.Through the empirical investigation of teachers’ aesthetic literacy,we should understand the current situation of teachers’ aesthetic literacy,find out the existing problems,analyze the reasons,and explore how to improve teachers’ aesthetic literacy.The study consists of four chapters.The first chapter is the introduction,which describes in detail the origin and significance of the research,combs and summarizes the literature related to the subject,and at the end of the chapter shows the specific research methods and innovations;Chapter Two,the theoretical interpretation of teachers’ aesthetic literacy.It mainly expounds the meaning of beauty,aesthetic education,aesthetic literacy and teachers’ aesthetic literacy.The theoretical model of individual quality is based on Tong Qingwei,the structure of teachers’ aesthetic literacy is divided into three levels: aesthetic knowledge,aesthetic ability and aesthetic concept.And through combing different historical backgrounds,teachers are examined.The form of aesthetic literacy,further analysis and discussion of the generation of teachers’ aesthetic literacy.Chapter Three is the investigation and research of teachers’ aesthetic literacy,and the questionnaire designed by teachers’ aesthetic literacy mainly refers to the questionnaire of Yi Xiaoming,Zhao Lingli and other scholars to study aesthetic literacy,and randomly selects some junior middle school teachers in S city of Anhui Province as the research object.In the end,most teachers think that their aesthetic literacy is in the general and below level,and lack of clear development goals in aesthetic literacy;However,on teachers’ aesthetic knowledge system,Factual Knowledge is relatively rich,but the Conceptual Knowledge,Procedural Knowledge and Reflective Cognitive Knowledge are relatively poor;In addition,the aesthetic ability of teachers group is still weak and unbalanced.There are significant group differences in gender,age,professional type and so on.There is also a phenomenon of different cognition and action between teachers’ aesthetic concept and actual behavior.Through the interview to further investigate the practical reasons,it is found that it has a certain relationship with teachers’ subjective situation,teachers’ education mechanism,and some social environment,cultural background and other factors.The fourth part is the promotion strategy of teachers’ aesthetic literacy.Based on the results of theoretical elaboration and investigation,this paper puts forward four suggestions to encourage teachers to develop aesthetic literacy independently,to seek support from teachers’ education,to set up aesthetic practice activities with teachers’ collective nature and to create a good aesthetic cultural environment.