The phrase "everyone loves beauty" permeates aesthetic education in primary school Chinese teaching, which shows that people's demand for beauty is an indispensable part of life, because beauty is a kind of enjoyment, fun and intoxication of people's spiritual life. True beauty should be pure, true and kind. He can make people's hearts produce incomparable joy and excitement, be inspired by joy, and understand the true meaning of life, thus improving morality and cultivating sentiment. Cultivating children's sense of beauty and aesthetic emotion is an important content that cannot be ignored in Chinese teaching in primary schools. Chinese textbooks for primary schools are full of beautiful factors, whether in the expression of language or the clarification of connotation and meaning. Faced with such a textbook, as a Chinese teacher, it has a dual task: not only to understand beauty from the textbook, but also to teach students to learn beauty from it. Then, how can teachers infiltrate aesthetic education in Chinese teaching in primary schools? According to my own teaching practice, I think we should try it from the following aspects. First, the artistic beauty revealed by the teacher's language. Teaching language is the most important tool for teachers to impart knowledge to students. The famous educator Si Xia once pointed out that for teachers, his language is like a mirror. Through it, we can see the logic of teachers' thinking, the richness of feelings, the breadth of knowledge, the profundity of understanding, the artistry of expression and the agility of reflecting problems. It is conceivable that the teacher's language lacks aesthetic feeling, and students will feel bored; The teacher's language is so profound that it is difficult for students to accept and understand it. Therefore, a good Chinese teacher should have a strong artistic appeal and try to make the language accurate, vivid, vivid, logical, attractive, orderly and rhythmic in class. Only in this way, the ideological and emotional nature contained in language and writing can naturally blend with students, such as silent spring rain. Although the Chinese teacher is not an actor, he is still an emotional person. As long as his feelings are true and his language is touching, he will always give students an artistic beauty. Second, create a scene to feel the beauty of language. Articles are not heartless things, and most of the words are very emotional. But if the teacher can't be there, enter the role, just as a bystander, make a general narrative, students can't be well infected by beauty. Because literary works reflect life with images, and images are shaped by language. In the works, we see concrete and emotional typical images. Only by being there and being closely related to the work can we be educated imperceptibly. How to give full play to one's emotions to inspire and infect students is a higher-level teaching art. Therefore, teachers can make Chinese teaching reach a more perfect state by artistic means such as designing artistic conception, creating atmosphere, model expression, picture description and music recitation. For example, when teaching Lotus, you can create a scene where students come to the Lotus Pond with soft music. Through the display of pictures, coupled with vivid music recitation, students are brought into the artistic conception described in the article, and one after another, graceful lotus flowers will emerge from the paper. Students listen and think, as if they have "flown" to the beautiful fields and come to the lotus pond. In front of them, there is a pool of graceful lotus flowers, with various varieties and overflowing fragrance. Then let the students touch the lotus leaves and lotus flowers with their hands to feel the oily leaves and delicate petals. With the help of language and the description of characters, students use empathy imagination to imagine themselves as a Bai Lianhua. The concert made the students immersed in beautiful artistic conception. In this way, teaching stimulates students' emotional activities, so that cognitive activities and emotional activities go hand in hand, and intellectual factors and non-intellectual factors develop harmoniously. More importantly, students feel the "magic" and "beauty" of the motherland's language and characters in such a situation, get the infection and edification of beauty, and get the effect of understanding the language and characters and shaping the soul. Third, feel the beauty of the image with illustrations. In aesthetic education, aesthetic objects always exist in concrete and perceptible images. Without concrete perceptual images, it is impossible to become an aesthetic object. Therefore, the acquisition of aesthetic feeling first lies in the perception of image. In some texts, students can directly imagine the images depicted in the works according to the language and characters, and get beautiful enjoyment from them. However, because primary school students' aesthetic imagination is still underdeveloped and their ability to store images is poor, it is sometimes difficult for students to present images and arouse their aesthetic feeling only by word narration. At this time, the best way is to use illustrations to appeal to visual images (because images are easier to produce vivid images than words), so that students can directly produce the overall image, thus achieving the purpose of cultivating aesthetic feeling and noble sentiment. For example, the article "Dong Cunrui laid down his life to blow up the bunker" wrote: Dong Cunrui held his head high and stood in the middle of the bridge bottom, holding the explosive charge in his left hand and leaning against the bridge bottom, and suddenly his right hand pulled up the fuse. The fuse blew white smoke and sparkled, which lit up his steel face. One second, two seconds ... he stood like a giant, with a firm light in his eyes. He looked up at the distance and shouted with all his strength: "Comrades, go for the new China!" It is difficult for students to form a clear image and cause aesthetic feeling only by such description. This textbook is used to supplement the text. At the moment of freeze-frame, Dong Cunrui's mighty and tall image, steely face and determined eyes fully showed the great soldier's firm revolutionary belief, fearless sacrifice spirit and heroic spirit of swallowing mountains and rivers. In teaching, through the appreciation of illustrations, students can get the overall image perception of the protagonist, understand his heroic dedication to the people's liberation cause and the quality of dying for the country, appreciate the grandeur and sublimity contained in it, and learn to "truly treat the world with a human attitude" (Polev's Aesthetics, p. 562). In this way, students' aesthetic sensibility and aesthetic understanding will be well cultivated and developed at the same time. Fourth, show the beauty of structure with blackboard writing. People say that being a teacher means dealing with chalk every day. Yes, teachers can't do without blackboard writing in class. Writing well naturally gives students who look at the blackboard every day a beautiful enjoyment. The beauty of blackboard writing not only emphasizes that teachers should write well, but also requires teachers to pay attention to the position and order of blackboard writing. In short, the blackboard writing should be reasonable. Some teachers fill up the blackboard in one class, wiping, writing and writing; Some teachers don't like blackboard writing. The former often gives students a messy feeling and fails to grasp the key points, while the latter leaves a deep impression on students. Therefore, the main blackboard writing and the redundant blackboard writing should be omitted. Writing on the blackboard should be concise, not only to give students a sense of beauty, but also to help them understand the content of the text. For example, when teaching Little Sandy, I think this blackboard writing really reveals the main content and center, whole and part, main and secondary, key and difficult points of a text reasonably. Appearing-cold sympathetic language-hungry demand Little Sandy pays back the money after being crushed, honest and sad, excited and concerned about his brother's kindness and praise, and can also teach students to sort out what they have learned and understand their understanding of the text. Students can also design their own blackboard books to understand the structural beauty of the author's layout. Some teachers are of good quality. When writing on the blackboard, they can improvise with pictures to add beautiful colors. Fifth, stimulate the imagination to appreciate the overall beauty. If understanding can reproduce the beauty of image, then imagination can expand and create the beauty of artistic conception. Imagination is a process in which images stored in the brain recombine to form a new image (subjectively grasped image). Reading from words to images is inseparable from this basic psychological activity for a moment. Therefore, in reading, "imagination is more important than knowledge" (Einstein's language). The longer the tactile sense of imagination is extended, the richer the images evoked by words, and the more vivid and profound the feelings of words. In reading teaching, we should guide students to develop rich imagination, melt the summarized and solidified content, and recreate the overall image, so as to deepen the understanding and feeling of words, expand imagination and cultivate students' aesthetic ability. For primary school students, relying on concrete visual images is easier to arouse imagination than relying on abstract text symbols, and the imagination aroused by the former is much more vivid than that of the latter. For example, when teaching the Great Wall, students can imagine the spectacular scene of the Great Wall winding across Wan Li; Imagine the folklore that Meng Jiangnu cried and collapsed the Great Wall of Wan Li. Imagine the hard work of the craftsmen who built the Great Wall. Imagination shows that there were wars in ancient times. Students can recreate the overall image of the Great Wall through imagination, reproduce the essential strength of people condensed in this typical "humanized nature", and understand the meaning of "How much blood, sweat and wisdom of working people have been condensed in the Great Wall of Wan Li". For another example, teaching the lesson "Rich Xisha Islands" inspires students to imagine the colorful and magnificent seabed of Xisha Islands; Imagine that the bottom of the sea is half water and half fish; Imagine the world of birds. There are eggs and birds singing everywhere. Imagine that the ground is full of shells, and children are picking up shells to their heart's content ... Let students gallop in the imaginary kingdom of freedom, and form a beautiful picture of Xisha Islands with beautiful scenery and rich products in their minds, thus cultivating students' overall aesthetic feeling. Sixth, guide reading and feel the beauty of artistic conception. Swiss thinker Amir said: "A landscape is the crystallization of a soul." The external natural scenery and the internal mind overlap and blend into one, which is the artistic conception. Reading aloud is a good form to create beautiful artistic conception for students. According to the characteristics of the text, teachers can use various forms such as model essay reading, self-reading, guide reading, discussion reading and synchronous reading to guide students to deeply understand the artistic beauty of the text. For example, in the lesson "Watching the Tide", the key part of teaching is "When the Tide Comes". First, let students experience reading, let students read their favorite sentences emotionally according to their own understanding, and give students the opportunity and space of since the enlightenment. Then read by name, comment and repeat, so that students who don't read well can read again. Then, the teacher demonstrates reading, so that students can watch the teacher read and pay attention to the changes of the teacher's eyes, posture and gestures when reading. Finally, let the students imitate the boiling tide-watching crowd to jump, shout and wave their hands to read aloud. In this way, students are guided to read aloud repeatedly and emotionally, so that they can fully feel the spectacular scene of "mighty", "crowded" and "landslides and cracks" when the tide comes. Another example is the article "Landscape of Guilin", which describes the mountains in Guilin in this way: the mountains in Guilin are really strange, rising one after another, unconnected with each other, like old people, like elephants, like camels, with numerous peaks and peaks; The mountains in Guilin are really beautiful, like green barriers, like new bamboo shoots, with bright colors and reflections in the water; The mountains in Guilin are really dangerous. The dangerous peaks stand tall and the rocks are rugged. It seems that if you are not careful, you will fall. The author successfully used parallelism sentences, which were symmetrical and neat. In the teaching of such sentences, we can understand the relationship between sentences by reading aloud, such as reading guide, synchronous reading, discussion reading and group reading, so that students can appreciate the charm of beauty. In a word, there are rich artistic images, fascinating profound artistic conception, concise and vivid beautiful words and expressions, and strong touching lyrical colors in primary school Chinese textbooks. Teachers should not only let students feel and experience these aesthetic contents and forms according to the contents of textbooks, but also follow the aesthetic laws of students, from shallow to deep, from perceptual to rational, so as to better penetrate aesthetic education in teaching and improve students' aesthetic quality.