Teaching The "Activity·Exploration" Unit Of Chinese Poetry In Junior Middle Schools Under The Aesthetic And Creative Literac

The "Activity · Exploration" unit of junior high school Chinese takes learning tasks as the main line,emphasizing the comprehensiveness and exploration of independent learning activities.Through a series of activities such as independent reading,cooperative exploration,in-depth study and practical creation,students’ pragmatic practical ability and aesthetic appreciation ability are improved.Poetry works are important aesthetic objects,and the "Activity · Exploration" unit of poetry is an important way to cultivate aesthetic creation ability and enhance aesthetic taste.It optimizes the learning content of activities,promotes autonomy,cooperation and exploration learning methods,and deepen junior high school students’ feeling,understanding,appreciation and evaluation experience of poetry works.It has a foundation significance for the formation and cultivation of healthy aesthetic taste and aesthetic concept.The learning focus of poetry "Activity · Exploration" unit is to understand the basic characteristics of poetry works,try poetry creation,accumulate personalized aesthetic experience and improve aesthetic taste on the basis of independent appreciation and evaluation of the works.At present,the unit learning of "Activity · Exploration" of poetry has weakened the goal of aesthetic creation,and is still limited to the mode of elaborating text by text.The content integration of unit learning is low,and the practicality of learning activities and the enthusiasm of students in creation have not been fully brought into play.On the basis of analyzing the characteristics and value of the unit arrangement of poetry "Activity · Exploration",combining with the investigation and attribution of the current situation of unit learning,the overall design and arrangement of unit learning activities are carried out from three aspects of teaching design,teaching implementation and teaching evaluation.The unit content is integrated through task-driven and situational creation,and aesthetic theory knowledge is infiltrated into the learning process.Stimulate students’ aesthetic experience,cultivate students’ aesthetic taste,encourage students to freely create and express activities,promote the diversification of evaluation subject,evaluation method and evaluation function,and realize the guiding role of evaluation method and language in the learning process.Lesson presentation and practice reflection are not only the verification of learning strategies,but also the further revision and improvement of practice activities.