How to implement aesthetic education in Chinese teaching in primary schools

Cultivating students' aesthetic ability is an important task in Chinese teaching. The revised new syllabus puts forward: "In the process of Chinese teaching, teachers should make students subtly influenced by the characteristics of teaching materials and students' reality, improve their ideological understanding, cultivate moral sentiment and cultivate aesthetic taste. "The Chinese textbooks for junior high schools have been revised and a large number of beautiful pictures have been arranged, which are vivid and intuitive. Compared with the old textbooks, it is more interesting and readable, closer to life, and more conducive to the education of beauty for students.

Then, how to strengthen aesthetic education in primary school Chinese teaching and cultivate students' interest in beauty? The author thinks that it must be carried out according to the characteristics of primary school Chinese subject and students' cognitive law, around the basic task of primary school aesthetic education and in accordance with the relevant principles of aesthetics. Here are some superficial views.

First, create situations and mobilize emotional beauty.

People can't feel the beauty of objective things at any time and under any circumstances. In fact, in a certain state, the subject can't even feel the beauty of the object. Marx said: "anxious poor people have no feeling for the most beautiful scenery;" Jewelry merchants only see the commercial value, not the beautiful characteristics of jewelry. "This shows that emotions and attention directly affect aesthetic activities. Therefore, when we educate students about aesthetics, we must try to attract their attention and stimulate their emotions.

1, attract students' attention with beautiful teaching design. Children naturally love beauty, and beautiful things are the easiest to attract their attention. In teaching, we should pay attention to carefully creating teaching situations, or showing beautiful pictures, or playing beautiful music, or vivid performances, or vivid descriptions, so that students can suddenly enter specific situations, which not only edifies students with beauty, but also sets the tone for further study of the text. For example, at the beginning of the class, I introduced the topic like this: "Students, will the teacher take you to a fun place in this class?" The student replied, "Good!" "Where to go? Go to the zoo! " The students jumped up happily and clapped their hands. Then, I played videos of various animals and asked the students to talk about the animals they knew. Click the mouse and flash the tails of various animals. Let the students have a look, compare and lead to the topic. In the teaching process, we combine the description of the text, teachers and students play the game of "adding tails to animals" in order, which increases students' interest, and students' interest in learning is high and the effect is better.

2. Use teachers' emotions to mobilize students' emotions. German educator Dostoevsky said: "The art of teaching is not to impart skills, but to inspire, awaken and inspire." Li Jilin, a famous primary school Chinese teacher, pointed out: "In the process of making students feel the image, the teacher's emotion is a very important external condition for students' inner experience and emotion."

Indeed, the generation of aesthetic feeling is not realized by "teaching", but by students themselves to feel and understand. In this process, the guidance, edification and infection of teachers undoubtedly played an encouraging and awakening role. For example, in teaching, students can be brought into the artistic conception of the article through teachers' emotional model essay reading, either passionate, deep or brisk; We can guide students to recite some emotional paragraphs repeatedly, so that students can understand them from their mouths, ears and hearts, and the feelings of authors, teachers and readers can be integrated; You can also carefully design questions, promote reading, stimulate students' intellectual potential and let students be influenced by beauty.

Second, reproduce the picture and enjoy the natural beauty.

Chinese teaching is limited by various conditions such as time and space, and students mainly know the objective world through related words, pictures and audio-visual materials. For example, Sun Moon Lake in Taiwan Province Province, the grotesque rocks in Huangshan Mountain, Xiaoxing 'anling Mountain in the northeast, Huangguoshu Waterfall, etc. It is impossible for us to lead students to appreciate and feel these natural beauty one by one. Therefore, we should make full use of illustrations, slides and audio-visual materials in textbooks to help students gain perceptual knowledge and help them understand the content of the text. For example, when teaching the article "The Little Painter in the Snow", in order to help our children in the south perceive the appearance of snow, I played a video with courseware: in the Woods in the north, snowflakes were flying and covered with snow. On the snow, a group of small animals came, and behind them, several lines of footprints with different shapes were left ... Students read while watching videos, feel the beauty of nature and understand the love in poetry. At the same time, students should be taught to observe in a certain order, such as looking at the whole first, then at the part, and finally returning to the whole, from top to bottom, from far to near, etc. Attention should be paid to guiding students to observe from different aspects such as shape, color and sound. We should also pay attention to guiding them to observe in different ways, such as grasping the main characteristics of things, using contrast and exaggeration to expand reasonable imagination and so on.

Third, train the language and feel the beauty of artistic conception.

Literature itself is a highly artistic work, aiming at emotional people. The artistic beauty of an article is contained in both language and writing. Therefore, strengthening the training of language and writing is the most fundamental way for students to receive aesthetic education.

1, strengthen reading and understand emotions.

"Reading comprehension" is the theme activity of students. After nearly ten years of teaching practice, I deeply realized that "reading and feeling" is more important than analysis. The process of "reading and summing" is irreplaceable by any "subtle" analysis. Without adequate reading, there will be no in-depth analysis, let alone profound feelings. Then, in the teaching process, how should we guide students to "read"? I think we should pay attention to three points: (1) Reading is purposeful. Read more, not just read. Make clear requirements and strengthen guidance before each reading. (2) There are levels of reading. Pay attention to from shallow to deep, from whole to part, from part to whole, from accurate reading to emotional reading. (3) Reading choice. Pay attention to the combination of intensive reading and extensive reading, not only to give students enough time to read the full text extensively, but also to guide students to read the key paragraphs intensively, so as to gain some insights in reading, cultivate a sense of language in reading and be influenced by thoughts and emotions in reading; We should not only do intensive reading well in class, but also guide students to read extensively outside class to broaden their horizons and increase their knowledge.

2. Train imagination and enrich emotions.

Einstein once asserted that "imagination is more important than knowledge". We know that thinking in images is one of the main ways of thinking of human beings, and the whole thinking process is inseparable from concrete images, and imagination is the main form of thinking in images. The harmonious unity of rational knowledge and emotional experience in aesthetic feeling is realized in imagination. In teaching, if we can choose things that reflect natural beauty, social beauty and artistic beauty and let students imagine on the basis of initially establishing aesthetic feeling, it will be beneficial for students to receive aesthetic education from them. For example, observing a painting can guide students to imagine the season, weather, environment and the language, psychology and movements of the characters at that time. Learning the text can guide students to imagine some plots that are not directly described in the text; In the activity class, we can organically mix some sounds of human social activities, daily life and nature by listening and distinguishing sounds, and guide students to imagine some scenes.

Fourth, enrich practice and create the beauty of life.

People's aesthetic feeling is not the instinct for the rest of their lives, but the product of social practice, which changes with the development of the objective world. The amount of knowledge and life experience is directly related to the degree of aesthetic comprehension. As a Chinese teacher, we should not fix our eyes on textbooks, but guide students into social classes according to the needs of classroom teaching, so that students can broaden their horizons and enrich their knowledge, thus cultivating talents with strong practical ability and social adaptability.

Enriching students' knowledge and life experience can be carried out in the following aspects: (1) Supplementing necessary knowledge according to the content of the text. For example, in the class of "The Little Painter in the Snow", the teacher can appropriately add some knowledge about animal hibernation and talk about which animals need to hibernate. (2) According to the teaching requirements, organize appropriate activities. For example, visits, interest group activities, handwritten newspapers, story meetings, and textbook plays. For example, after teaching Autumn is Here, I organized an "autumn-seeking activity" in my class and held an exhibition with the theme of "Autumn is Here", so that students could show their leaves, fruits or photos of autumn scenery in the "autumn-seeking activity", which not only enriched children's understanding of autumn, but also cultivated their sentiment. (3) Learn to appreciate beauty in contrast. For example, after learning the article "Song of Water Village", the teacher can lead the children to take a walk in the nearby countryside and have a look, so that they can understand the great changes that have taken place in the rural areas of China since the reform and opening up, sow the seeds of hard work and get rich in young minds, and also let the students draw a picture with a brush, and draw the beauty of modern countryside.