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发展学生的核心素养,就要在传授知识、培养能力的同时,发展学生个体适应未来社会生活和个人终身发展所必备的素养。由此可见,教师在引导学生进行语文学习时,不仅要让学生获得到语言知识与语言能力、思维方法和思维品质,同时也要适当渗透语文美育,培养学生正确的审美情趣。当前,人们对“语文美育”的具体含义的认识和理解并不完全一致,我大体上同意这样的主张:“语文美育就是探索语文教师如何运用美学理论于语文教学实践之中,施用美学手段,最大限度地调动学生学习语文的积极性和兴趣,培养学生的审美感情,使学生具有美的创造力,以此提高语文教学效果。”(华礅《试论语文美育的内容及其原则》)本次论文我从语文审美教育的特点和功能出发,结合教学实践浅谈了从小学语文教师的审美主导作用到小学生的审美接受心理,从文字教学、阅读教学、听说训练到作文教学的美育问题。
The development of students’ core literacy, we must impart knowledge, develop ability, develop individual students to adapt to future social life and personal qualities necessary for lifelong development. Thus, when teachers guide students to carry out Chinese language learning, teachers should not only acquire students ’knowledge, language ability, thinking methods and thinking qualities, but also properly penetrate Chinese aesthetic education so as to cultivate students’ correct aesthetic taste. At present, people’s understanding and understanding of the specific meaning of “language aesthetic education” is not entirely consistent. I generally agree with the idea that “language aesthetic education is to explore how language teachers apply aesthetic theory to Chinese teaching practice. Aesthetics means to mobilize the enthusiasm and interest of students in language learning to the utmost, cultivate the aesthetic feeling of students, and make students have the beauty of creativity so as to improve the teaching effect of Chinese. ”(Hua Tuo) On the Content and Principles of Chinese Aesthetic Education ") This essay, starting from the characteristics and functions of Chinese aesthetic education, combines the teaching practice with the aesthetic leading role of primary school Chinese teachers to the primary school students’ aesthetic acceptance psychology. From text teaching, reading teaching, listening and speaking training to writing teaching Aesthetic problem.