As the first-hand written materials that students come into contact with, the important role and advantages of teaching materials are self-evident. Only by cultivating students' aesthetic taste can we find a breakthrough. Chinese education, after all, is aesthetic education. The current education system has been vigorously advocating and calling for quality education, and it is of long-term significance to further emphasize aesthetic education among primary school students. It is the sacred duty and obligation of every primary school Chinese teacher to deeply understand the great source of aesthetic education contained in textbooks, let the immature hearts of primary school students swim happily in the elegant aesthetic atmosphere of words, and open the bud of their wisdom and inspiration. I also try some methods in practical teaching. For example, in the process of teaching texts, I try my best to let students read and appreciate the artistic conception of the articles and enjoy the influence of beauty. I am talking about the article "Remembering Mother" (the first volume of the sixth grade language of People's Education Edition), which allows students to understand the regret of Ji Xianlin's old people for their loved ones between the lines. We should also find relevant information and pictures to help students deepen their understanding of the inherent beauty of the article. Of course, textbooks also have their limitations, and Chinese teachers should bring students into a poetic aesthetic situation.

Second, create an aesthetic environment and create a humanistic atmosphere for teaching.

Chinese teaching has the characteristics of instrumentality and humanism. Chinese teaching in primary schools under the new curriculum reform should strive to highlight the humanistic advantages of Chinese teaching. Cultivating primary school students' aesthetic ability and improving their ability to appreciate and identify beautiful things can greatly promote students' interest in learning and play a subtle auxiliary role in the teaching of various subjects. As a Chinese teacher, we should try our best to create a good aesthetic education environment for students inside and outside the classroom, so that the concept of humanistic care in Chinese teaching can be fully reflected. For example, in the classroom, we should try to downplay the idea of exporting Chinese knowledge, and focus on cultivating students' interest, developing students' talents and cultivating students' aesthetic taste. Chinese is a warm knowledge, and it is also a compulsory course for primary school students to shape and improve their beautiful personality. As a function of language and writing to cultivate people's temperament and eliminate people's mental fatigue, primary school students should perform it in time. Chinese teaching is actually based on human text teaching, and Chinese can be said to be a science that shapes students' souls. After all, our teaching purpose is to serve people, and the pursuit of aesthetic realm is more than the purpose of Chinese subject.

Third, guide students to discover beauty and stimulate aesthetic imagination.

Although primary school students are young, they are full of pursuit and yearning for beautiful things. Primary school students are limited by the life circle, so they should be good at guiding them to discover beautiful things around them, consciously cultivating them in beautiful scenes and stimulating their hidden aesthetic budding factors. In Chinese teaching, teachers should consciously extend classroom life, so that students can freely gallop their imagination in a broader world and open up aesthetic creation space. For example, let students read more beautiful articles that suit them and take part in all the activities they can. The object of our education-primary school students, after all, limited by educational knowledge and life experience, have a superficial understanding of things and a low level of appreciation of beauty. Therefore, teachers should not only encourage them to develop bold and reasonable imagination, but also teach them how to master imagination and constantly appreciate the beautiful artistic conception expressed in the article in imagination. Therefore, in teaching, teachers should fully tap the characteristics of teaching materials, let students develop their imagination with the help of familiar related scenes, and let students reason and imagine according to the development of things, thus cultivating students' aesthetic consciousness and ability. For example, in Li Bai's Farewell to Meng Haoran on the way to Yangzhou, there are two sentences describing the scenery, "I can only see the Yangtze River flowing in the sky." The poet melts into the scenery and expresses his feelings through the scenery, showing a profound artistic conception. In order to develop students' imagination, teachers can let students enter the original artistic conception with the assumption of "what would it be like if I were a poet", let students spread their imagination wings and experience the poetry according to the teacher's instructions; On both sides of the Yangtze River in spring, colorful dishes are dancing, flowers are fragrant, rolling river waves flow eastward, and a leaf boat floats from the water of the Yangtze River to the place where the water meets the sky, and finally disappears ... This wonderful imagination is integrated into students' understanding and creation of beauty, and even students of different degrees can feel immersive. Another example is teaching "Looking at Lushan Waterfall". Teachers can let students stand in front of the picture, let them face the picture and spread their imagination wings while listening to music: the majestic Lushan Mountain, the waterfall falling from the sky ... a magnificent and charming picture of nature is displayed in front of students, so that students can deeply understand the magnificent mountains and rivers of the motherland, thus generating strong patriotic feelings. Therefore, in Chinese teaching, students' imagination should be fully cultivated in order to continuously improve their aesthetic taste.

In short, the formation of aesthetic taste is not a one-off event, and we need to influence and guide students subtly. Chinese teaching is in the hearts of students, sowing beautiful seeds, growing into a piece of green in the spring breeze and rain, and decorating our world beautifully.