Research On High School Chinese Aesthetic Education Based On Aesthetic Psychology

In recent years,with the continuous improvement of the education system of "five education simultaneously",aesthetic education has received increasing attention.At the same time,"aesthetic appreciation and creation",as the core quality of Chinese subject,has been proposed for the first time in the new curriculum standard of high school Chinese.Therefore,Chinese aesthetic education is a positive echo to the quality-oriented education,and improving students’ aesthetic quality is also the boundless responsibility of Chinese education.However,in the current aesthetic education,some teachers have a relatively simple cognition of beauty,and the teaching process and methods are patterned and routinized.At the same time,students’ learning tends to be exam-oriented training,often ignoring personal aesthetic experience and thinking,which leads to the lack of in-depth exploration of Chinese aesthetic education and the difficulty for students to have aesthetic resonance.Therefore,based on the current teaching status and combined with the research status of Chinese aesthetic education,this paper tries to introduce aesthetic psychological elements into Chinese aesthetic education,hoping to improve the existing problems and provide new thinking and reference for promoting Chinese aesthetic education.This paper is mainly composed of three parts: introduction,text and conclusion,among which the text is divided into four chapters.The first chapter analyzes the necessity and importance of Chinese aesthetic education from three aspects: Chinese curriculum standard,literature aesthetic characteristics and practical experience of Chinese aesthetic education exploration.First of all,the new high school Chinese curriculum standard establishes "aesthetic appreciation and creation" as one of the core qualities,which provides the direction and path for Chinese aesthetic education.Meanwhile,the implementation of Chinese aesthetic education is also permeated into the core qualities of language,thinking and culture,which conforms to the education requirements of the high school Chinese curriculum standard.Secondly,literature itself has distinct aesthetic characteristics,and Chinese textbooks also carry out the stylistic characteristics and the spirit of curriculum standard,which provides the basis for Chinese aesthetic education.Finally,in the sorting of some representative teacher’s educational theories,summarize the existing experience,to provide methods for aesthetic education reference.The above is the theoretical basis of this study.The second chapter investigates the present situation of Chinese aesthetic education in high school by means of questionnaire survey and summarizes the problems.Through the questionnaire statistical analysis of dozens of high school Chinese teachers and more than 200 high school students and the observation of front-line teaching,it is found that there are some problems in the current aesthetic education,such as scattered teaching content,traditional teaching process and methods,lack of in-depth exploration,and lack of students’ interest in learning and initiative.The reason lies in the lack of teachers and students’ understanding of aesthetics,narrow aesthetic vision,etc.Therefore,teachers should pay attention to students’ psychological development,strengthen spiritual culture mining and cultivate students’ aesthetic expression ability in teaching.This is the practical starting point of this paper.The third chapter combines three kinds of Chinese practice learning activities to expand the path of Chinese aesthetic education based on psychological elements.Based on the problems existing in the implementation of aesthetic education in senior high schools,this paper further discusses the path of aesthetic education in Chinese from the perspectives of aesthetic appreciation,aesthetic expression and aesthetic inquiry according to Chinese learning activities.In terms of aesthetic appreciation,teaching should base on students’ reading psychology,pay attention to the aesthetic value of various texts,and return to the essence of style teaching.In the aspect of aesthetic expression,we should make full use of curriculum resources,guide students to pay attention to conception,grasp writing skills and determine humanistic themes,and cultivate aesthetic appreciation.In the aspect of aesthetic inquiry,we should pay attention to the integration of various disciplines and multi-media to promote the all-round development of students.Chapter four discusses the process and method of high school Chinese aesthetic education based on aesthetic process.The development of Chinese learning is actually the process of the development of aesthetic psychology.In view of the students’ lack of participation in aesthetic perception,difficult to resonate and other problems,this paper combined with the elements of aesthetic psychology to divide aesthetic activities into perception stage,resonance stage and rational cognition stage.In the perceptual stage,we should optimize the use of information technology and strengthen perceptual participation by emphasizing aesthetic synaesthesia and cultivating students’ sense of language.In the resonance stage,students should be guided to make clear association and imagination,and provide perspectives and methods to understand aesthetic objects,so as to arouse emotional resonance;In the stage of rational cognition,on the basis of aesthetic appreciation,we should keep a certain aesthetic distance and deeply explore the spiritual culture behind aesthetic appreciation through comparative reading and linking reading.To sum up,the first two chapters constitute the theoretical basis and practical basis of this research,while the last two chapters propose teaching methods and optimization paths centering on Chinese learning activities and aesthetic education according to the current situation of teaching and learning.This paper introduces the aesthetic psychological elements,emphasizes the participation of perception in the aesthetic process,pays attention to the cultivation of students’ aesthetic expression creation ability and the deep excavation of aesthetic cultural connotation,aims at promoting the development of students’ aesthetic ability,and provides some inspirations for the current Chinese aesthetic education.