Strengthening teachers' own image construction and standardizing teachers' skills training are important ways for primary school Chinese teachers to infiltrate aesthetic education in teaching.

abstract:

The so-called aesthetic education is to purify people's minds and enlighten people's wisdom through material, spiritual and other forms of beauty, and through infiltration. As one of the enlightenment education, Chinese education in primary schools is of great significance to the formation of students' aesthetic style and values. This paper holds that under the background of the new curriculum reform, Chinese education in primary schools should play its aesthetic function, so as to improve students' aesthetics and improve their humanistic quality in an all-round way.

Key words:

Chinese teaching in primary schools; Aesthetic education; infiltration

Aesthetic education means that in the teaching process, teachers can automatically use aesthetic concepts and methods to guide students, so that the content, environment, methods and objectives of education themselves become aesthetic objects, so that students can constantly experience beauty, feel beauty, appreciate beauty and create beauty in the learning process.

First, change the concept of education and improve the quality of teachers.

In the teaching process, teachers are the concrete implementers and organizers of aesthetic education, so they are also the aesthetic objects of students. Therefore, modern Chinese teachers need to change the traditional educational concept and constantly improve their own quality, which is of great significance to the times. The beauty of teachers' quality can be reflected in the following three aspects: First, the beauty of ideas. First of all, teachers need to change their educational concepts and establish students' subjective view and all-round development view; Then, teachers need to pay attention to their own aesthetic quality, especially to improve their physical and mental aesthetic cultivation ability. For example, we should have a broad interest in art and sports, have noble aesthetic sentiments, and be able to feel, appreciate and create beauty in the experience of art, nature and society. The second is the beauty of language. As the saying goes:? It's not far if you don't say anything, okay? . In the teaching process, the first meaning of creating a beautiful atmosphere is the teacher's teaching language. The beauty of language depends on the expressive force of language and the accurate expression of emotion of Chinese teachers, and also on teachers' grasp and understanding of the ideological and emotional characteristics of teaching content. The third is the beauty of image. Teachers' labor is also very exemplary. Teachers' behavior, gfd and beautiful blackboard writing can well stimulate students' aesthetic psychology and create a beautiful atmosphere. Therefore, it is particularly important for primary school Chinese teachers to infiltrate aesthetic education in teaching by strengthening the construction of teachers' own image, standardizing teachers' skill training.

Second, create artistic conception and feel the beauty of language.

Literary works reflect life by describing images, and language is a good way to shape images. In literary works, what readers see is a typical perceptual and concrete image. Only by striving to create situations, let students walk into the works and let students receive subtle education. Therefore, in the teaching process, teachers can stimulate students' emotions in a perceptual way by creating atmosphere, designing artistic conception, reading music and reading expression mode, so as to make Chinese teaching in primary schools reach a more perfect realm. For example, Chinese teachers in primary schools can use courseware, multimedia and other sexual intercourse methods to create situations when teaching Guilin Landscape, and vivid reading with music can guide students into the situations described in the article. Students are listening to beautiful music, thinking while listening, imagining that they have flown to Guilin, and the water described in the article appears in front of them? Quiet, green and clear? , mountain? Strange, beautiful and dangerous? . With the description of the language, students can also close their eyes and imagine the scenery of Guilin: imagine the wonder, beauty and danger of Guilin Mountain. In this way, students can't help but feel the beauty of Guilin's landscape and indulge in this picturesque language description. Through the above teaching, teachers can stimulate students' inner emotional activities, so that cognitive activities and emotional activities are accompanied, so that students' intellectual factors can be developed and students' non-intellectual factors can also be developed. More importantly, students can feel the beauty of Chinese language and writing at the same time in this specific situation, and finally be infected by beauty to achieve the effect of shaping the soul.

Third, grasp reading and experience the beauty of rhythm.

In the last successful reading class, the students' loud reading always gave people a beautiful enjoyment. Mr. Ye Shengtao, a famous educator in China, once said? Beautiful reading (reading aloud) is to express the author's feelings in the process of reading? . This tells us that the key to the beauty of reading lies not in the skill of reading, but in whether it expresses the feelings that the author wants to express and whether the reader has a psychological connection with the author. Therefore, when instructing students to recite the text, Chinese teachers should pay attention to arousing students' emotional experience of the text content, and teachers should play a bridge role between students and the text. For example, if students don't feel deeply about the beauty of this text, and our teacher gives students guidance on reading skills, the expected effect will not be achieved. Only by trying every means to make students understand the artistic conception of the article, let them go deep into the scene set by the article and inspire them to feel the beauty of the colorful pool psychologically can they accurately express their feelings about the article when reading, and understand the ideological connotation and expression skills of the article.

Four. conclusion

Through the research of this paper, it is concluded that aesthetic education can be infiltrated into Chinese teaching in primary schools from the following three aspects: first, changing educational concepts and improving teachers' quality; Second, create artistic conception and feel the beauty of language; Third, grasp reading and experience the beauty of rhythm. Finally, I hope this research can give some theoretical inspiration to relevant experts and scholars on how to infiltrate aesthetic education in teaching. It is helpful for primary school Chinese teachers to infiltrate aesthetic education in the teaching process.

References:

Yu Chunhua. Enlighten wisdom with beauty, and discuss the effective infiltration of aesthetic education in primary school Chinese teaching with beauty [J]. Friends of students (primary school edition) (below) .20638+00 (12)

[2] Zhu Pengfei. Let beauty and Chinese teaching live together. Thinking and Practice of Aesthetic Education in Chinese Reading Teaching in Primary Schools [J]. Friends of Students (Primary Edition) .2010 (03)

[3] Yang Yan, Zhang Jing. Let Aesthetic Education and Life Grow Together —— On Aesthetic Education in Chinese Teaching in Primary Schools [J]. Primary school teaching reference .2008 (21)

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