The content of Chinese aesthetic education is very rich, which can be the beauty of natural scenery, moral sentiment, artistic situation and so on. In Chinese classroom teaching in primary schools, teachers should be good at excavating the factors of beauty, and constantly enhance students' ability to perceive, express and create beauty, thus enriching students' experience of beauty, cultivating students' noble moral quality and improving their appreciation level and ability.

Keywords: primary school Chinese; Aesthetic education; Beautiful language; Artistic beauty

Primary school Chinese is a knowledge-based and humanistic subject, which contains rich aesthetic factors. Most of the teaching materials are "model essays with beautiful literature and quality", which have strong attraction and appeal to primary school students, thus becoming the driving force for students' spiritual life, emotional cultivation and intellectual development. In the teaching process, teachers should combine Chinese teaching with aesthetic education, gradually cultivate students' ability to perceive beauty, appreciate beauty, express beauty and create beauty, and construct a perfect Chinese aesthetic psychological structure.

First, repeat and taste the beauty of language.

Language is a tool of expression and a material means of literary creation. Exploring beauty from the language of the text is the first step to implement aesthetic education, while reading is the most effective way to arouse students' aesthetic concern and the starting point of Chinese aesthetic education. Reading repeatedly and savoring the beauty of language is the first step for students to perceive beauty. The beauty of language includes the beauty of image and the beauty of music. To taste the beauty of language, we should guide students to perceive the image beauty of language and understand the music beauty of language.

For example, when I teach kingfisher, let the students read the text by themselves, find out the sentences they think are beautiful and think about its beauty. When answering, some students said that they liked sentences describing kingfisher feathers. I asked the students to read the first lesson freely and find the beauty in it. At the same time, I typed the following sentence on the big screen: "The feathers on the kingfisher's head are olive, the feathers on its back are turquoise, and the feathers on its abdomen are auburn." And attach a picture of kingfisher. By comparing the sentences in the text with those written by the teacher, students get the feeling that the sentences in the book use beautiful words, accurately and exquisitely describe the beauty of colors and patterns of kingfisher feathers, and also use metaphors to describe them vividly and concretely, making kingfisher more lively and lovely.

Second, create a scene and feel the beauty of artistic conception

Mr. Ye Shengtao pointed out that "the author has a good heart, and when in Rome, do as the Romans do, he begins with his relatives". When an author writes an article, there must be a certain situation in his mind, that is, a certain character image and a certain social life picture; The written works are always full of the author's subjective feelings. When in Rome, do as the Romans do is to introduce students into the specific artistic conception described in the works, so that students can see and experience with their own eyes, express their feelings, deeply understand the ideological background and aesthetic value of the works through their own understanding, and say a word "good" and a word "beautiful" from the heart. When in Rome, do as the Romans do not only make students' intuitive feeling of good things rise to rational knowledge, but also form stable emotion, will and character, and then transform aesthetic experience into behavioral skills and even thoughts, beliefs and world views. Therefore, it is also the key to aesthetic education in Chinese class.

How to get students into the state, the key is the creation of the situation. The characteristic of students' thinking is the transition from image thinking to abstract thinking. Therefore, in teaching, teachers should use vivid language and rich emotions to reproduce the artistic image or concrete picture of the text, guide students into the palace of beauty, inspire students' thinking in images, carry out student-centered teaching activities full of freedom and creativity, bring students into the situation, make them immersive and emotional from the environment, and communicate with the author's feelings, and receive the influence of beauty in a subtle way to achieve the purpose of aesthetic education.

For example, the poem "Back to Hometown" seems dull, but in fact it is rich in connotation. When the wanderer returned to his hometown, he felt quite uneasy: he left home that year, which was in the flower season; When I got home today, I couldn't help feeling. My old age and my sorrow as a guest of the opposition are all contained in a seemingly dull problem. "Laughing and asking where the guest came from" attracted the poet's infinite emotion. The whole poem quietly ends in the question-and-answer section, but the implication is like an empty valley, full of sadness and boundless. In teaching, I first guide students to understand the general meaning and characters of poetry, and then guide students to imagine: "What would a child ask a poet? What will the poet say? Can you add it according to this scene? " Then let the students combine their own life experiences, design dialogues, and organize students to perform dialogues in different roles. In the performance, students' thinking is active, their imagination is rich, their answers are flowing like water, and with vivid action performances, the dialogue scene in The Return of the Native is vividly reproduced, so that students can feel more deeply the sadness of the poet's going home when he is old, declining when he is old, and opposing the subject as the object, and better understand the artistic conception of the poem.

Third, discuss the comprehensive beauty.

Liu Xie believes that "composers write with emotion, but readers write with emotion". Constructivist psychology holds that reading is a process in which readers use their original knowledge and experience to explain the information conveyed by language and words. Everyone's knowledge and experience are different, so the interpretation of the article is different. In reading, students can discuss with each other, inspire each other and exchange their unique experiences on the article, which can enrich their understanding of the article and appreciate the author's feelings. In this way, students will be cultivated by beauty in the interactive activities such as discussing the language, artistic image, content structure and overall style of the article, and their ability to explore beauty will naturally improve.

Fourth, expand and create beauty.

Aesthetic education in Chinese class should not only inspire students with ideological beauty and edify students with emotional beauty, but also guide students to learn and express beauty, transfer the accumulated aesthetic experience and achievements of predecessors, and create beauty according to their own aesthetic views and ideals. Whether students can create beautiful things becomes a sign to measure whether students have the ability of aesthetic creation. Students can create beauty, which is the ultimate goal of aesthetic education. If there is only aesthetic power without the ability to create beauty, the purpose of aesthetic education will not be achieved, so teachers should guide students to read textbooks, encourage students to read and encourage students to create.