How to fully tap the aesthetic education resources of children's literary works

The educational function of literary works, or that it is thought to guide thinking, affect feelings and add interest; Or think that understanding life, educating thoughts, developing intelligence and training language. Either way, it shows that the educational function of literary works is multifaceted. As far as the aesthetic characteristics of literary works are concerned, the realization of other educational functions must be based on literary aesthetic activities. Children's literary works have the characteristics of general literary works, but they exist in time and space with concrete images and perceptual forms of artistic language, with the greatest feature of stimulating people's feelings and emotions, which is consistent with the cognitive psychology and emotional characteristics of preschool children. It can not only cultivate children's character, improve aesthetic taste, stimulate imagination, develop sensibility and give them beautiful feelings, but also broaden their horizons and increase their knowledge. Let children know and feel the colorful world, help children to enhance their ability to distinguish true and false, good and evil, beauty and ugliness, purify their hearts, improve their temperament, and give them ideological and moral enlightenment and education.

"Regulations" clearly points out: "The task of kindergarten is to implement the principle of combining conservation with education, to develop children's physical, intellectual, moral and aesthetic aspects in an all-round and harmonious way" and "to cultivate children's initial interest and ability to feel and express beauty". It points out the specifications for training talents for us, and also specifies the goal of aesthetic education in kindergartens. The characteristics and educational functions of children's literature works play a very important role in implementing the spirit of the Regulations and laying the foundation for children's young connection and lifelong development. However, this literary work, which can communicate with other fields, give children joy and point to future development, is regarded as a tool for moral education and understanding things, wasting educational resources and losing educational effect. In order to give full play to the educational function of literary works, we discuss how to excavate and utilize the aesthetic education resources of literary works to carry out aesthetic education for children. In order to avoid being empty and vague, it is difficult to explain the problem, we choose fairy tales that are in harmony with children's spiritual world as our main research content.

Second, the research process

(1) Understanding the reasons for deviation

Action should be scientific, and theory should go first. To make full use of the aesthetic education resources of literary works to educate children, we must first understand the characteristics and educational functions of literary works, the characteristics of children's literary works (the characteristics of fairy tales), and the aesthetic characteristics and existing level of children. For this reason, we have studied the theories of literary education and aesthetic education, and learned that literary works reflect the reality and society through artistic language to shape images, describe artistic conception and express emotions in accordance with the laws of beauty and aesthetic ideals. It contains rich aesthetic education resources, and its main function is to infect, please and influence people's spiritual world with beauty. Fairy tales use beautiful and moving language, personify and exaggerate, create images of truth, goodness, beauty and falsehood and ugliness by means of symbols and metaphors, and expound the eternal theme of human existence, which is rich in meaning and emotional color, and implies children's innate collective unconsciousness in a proper way. At the same time, we also realize that children are different from adults in their spiritual world, and they need fairy tales, just as Suhomlinski, an educator in the former Soviet Union, said, "Without fairy tales and active imagination, children can't survive. Without fairy tales, the world around them will become a beautiful painting on canvas, but fairy tales can give life to this painting." Although they can't rationally analyze the beauty of content and form of their works like adults, and reach the advanced aesthetic level of consciousness, they will feel the beautiful language and image in their works through the emotions revealed by the author, and feel the variety and richness of the world through their works, and will try to express their feelings and understanding by using the beautiful language in their works.

In order to understand our literature education activities, we asked 34 children in Grade One to tell The Story of Hippo. When the children told the story, only five children with strong sensibility showed some expressions and movements, while the other children were reciting. Although they were complete, they had no movements, no expressions and no interest in fairy tales that belonged to them. As we know, retelling is an activity of recreating artistic images based on feelings and experiences, and it is the expression or expression of works' images in people's minds in the process of appreciation. The result of telling shows that children's feelings about works' artistic images are superficial. We also asked the children to transfer the language describing the characteristics of hippos in the story to describe common small animals. The children would only tell the recognized characteristics, and they were shy in using words, even less emotional and imaginative in the story.

We asked teachers to analyze the teaching materials and understand the teachers' mastery of educational resources. What the teachers analyzed were generally obvious images (themes), sentence patterns and new words, which basically did not involve emotional clues and educational resources of imagination and creativity, let alone the expressions of literary works themselves.

Through the theoretical perspective of our practice, we know the reasons for the deviation of literary education activities: First, we ignore the role of aesthetic education in people's all-round development and the deviation of our understanding of aesthetic education (ignoring feelings and discovery, focusing on creation and expression), so we rarely consider aesthetics, especially emotional beauty, in the formulation of educational goals; Second, we don't know enough about the educational resources and aesthetic characteristics of literary works, and we don't know that literary works are effective tools for moral education and cognition activities, and the works themselves are good learning objects (the unity of content beauty and formal beauty), which leads to the fact that literary activities are not based on emotional people, but on preaching, which makes children lose interest in literary works; Third, we don't know enough about children, and we don't know that children have the ability to feel and express beauty initially, and we don't know the unique aesthetic way. As a result, the whole literary activity is carried out in the teacher's analysis and narration, and there is no room for children to imagine freely, and there is no guidance for children to transfer their literary experience to feel and discover the beauty in the surrounding living environment.

(2) Exploiting aesthetic education resources

Works are the carrier of educational goals and the basis of activities. The deeper a teacher understands the emotional structure of a work and the context of its changes, the more he can rationally create an emotional atmosphere for children to appreciate the work, find out the emotional expressions or events in the work, and consciously highlight them when organizing activities. To this end, we ask teachers to pay attention to the excavation of aesthetic education resources when analyzing textbooks, and take the excavated resources as the main basis for setting goals. Through many times of analysis and research, consulting materials and consulting professional teachers, we have made it clear that aesthetic education resources should be considered from the following aspects: first, content, which is generally a concrete image and a distinctive theme, and sometimes has implicit symbolic significance; The second is emotion, which includes not only the emotional embodiment of the work and the emotional changes of the characters, but also the author's emotional experience of real life; The third is form, which includes words and structures. Words are the raw materials to form images, while structures are the structural forms including grammar and rhetoric chapters. Determine the basic content of aesthetic education resources, and the excavated resources will be much richer. For example, "City of Wild Cats", in the beauty of content, has a striking contrast between the arrogant but ridiculed wild cats and the animals with doubts, and has a symbolic meaning that children (projected on the wild cats) do not fully understand things and lead to jokes; In terms of emotional beauty, the whole work is humorous, funny, interesting and pleasant, while the emotional clues of the characters have the pride of wild cats and the discomfort of small animals; In formal beauty, there are rhetorical devices such as personification, exaggeration, contrast and metaphor, interesting plot arrangement (three exaggerated figurative stories told by wild cats) and the echo of the beginning and the end, and words and sentences that describe the image with strong action. Therefore, in the formulation of goals, there are "feeling the humor of the story, experiencing the pleasure brought by literary works", "experiencing the psychological feelings of the characters in the works" and "understanding the psychological changes of the characters, and initially feeling the ironic meaning contained in the works", which is much richer than the goal of "understanding the development of the story and describing the city where we live in a more coherent language", and is more suitable for children to learn literature.

(3) Implementing aesthetic education resources

Every literary work is rich in aesthetic education resources. In our repeated literary aesthetic education activities, we can see that these resources can be directly perceived by teachers or with the help of teaching toys. Some teachers need to analyze and introduce them to children in a way that children can understand. Some children can't understand them at present, but they can organically penetrate into a certain link and have a subtle influence on children, but no matter

1. Pay attention to fun and make children get aesthetic pleasure

Children are naive and lively. What they pursue is how to make their lives happy and joyful (this is the basis of healthy personality and the training goal we advocate). They not only regard fun as their pursuit goal, but also look at everything around them with interesting eyes everywhere. However, if literary works want to exert educational effect, they must be truly realized through entertainment. The combination of children's aesthetic characteristics and literary aesthetic characteristics requires us to pay attention to the fun of literary aesthetic activities. So we create a game scene, so that children can enter the game scene as a role, feel the activity space of the role in the work, experience or transfer the experience, behavior and emotion of the role, and the children are immersed in it and are particularly interested. For example, in "Thank you Little Monkey", we create a scene with big trees and grass, so that children can play all kinds of small animals, walk into the scene in the "whistling" wind, hear Yuanyuan's crying, and know that Yuanyuan's hat has been blown to the tree by the wind. The teacher asks Yuanyuan if she has lost her hat. What should she do? Let the small animals (children) try to help Yuanyuan get the hat. At this time, the children reach out, stand on tiptoe, jump, stretch their necks or hold each other up, trying their best to get the hat, but they couldn't get the hat because the tree was too high. When the children were at their wit's end, the little monkey appeared. It climbed up the tree and took off the hat and gave it to Yuanyuan. Yuanyuan happily said thank you, and the children applauded and felt emotional. It is in this game scene that children understand the content of the story, feel the happiness of helping people, gain an understanding of the characteristics of small animals, and at the same time, be subtly educated to help others.

Interesting is also reflected in the fact that teachers should guide children to discover interesting language, plots and images in their works, so as to stimulate their positive emotional experience. For example, "The City of Wild Cats" contains a lot of interesting contents. Take the word "dumbfounded" as an example. After the word is found, we will let the children understand it through their own actions and expressions. Some children will stand there with their eyes wide open, some will "ah" and sit down in their chairs, while others will show an expression of incomprehension. They are very interested, not only understanding the words, but also understanding them.

2. Pay attention to intuition and mobilize children's aesthetic imagination.

Intuition is a prominent feature of aesthetics and a very important principle of aesthetic education. No matter what you talk about, you can't achieve the effect of aesthetic education. However, the concrete and sensible images of children's literary works need to be expressed through children's imagination. Therefore, we should pay attention to intuition in literary aesthetic education, and try our best to mobilize their imagination in order to achieve emotional harmony. So when we tell, we should pay attention to liveliness and interest, and let children imagine and recreate the image of the work through the teacher's language, expression and action; Pay attention to typical details, attract children's attention and make them feel lifelike; ③ Pay attention to key words to make the picture described in literary works come alive. For example, in Snow Child, we asked, "What words and phrases in the story praise Snow Child?" Or "where do the snow children show their bravery?" Children will find words or events such as "while ...", "rushing in", "braving" and "turning into a white cloud, a beautiful white cloud". We will compare these words or events through actions and language and tell them thoroughly, and a picture of a snowy child bravely saving a rabbit and people praising him will be vividly displayed in front of children.