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《中学语文课程标准》明确规定:“在教学过程中,培养学生的社会主义道德情操、健康高尚的审美观。”加强语文美育是深化教育改革,全面推进素质教育的重要组成部分。语文审美教育的任务主要是通过对学生审美感受力和审美鉴赏力的培养,最终使其具备一定的审美创造力。受多种因素影响,作为语文美育实施主体的教师和学生的审美心理活动的特征并不相同,表现为:(1)教师的审美经验更加丰富,审美能力更强,抽象思维水平更高,但更易产生审美疲劳和审美固化;(2)学生审美感知更加敏锐,审美想象更加奇特。只有充分重视它们的差异,在教学中:(1)注重审美作品与学生审美经验、成长经历相结合;(2)引导学生从局部到整体进行整合;(3)感知事物要追求事物外在形式与人的内在心理契合对应;(4)积极创设轻松的课堂氛围,鼓励学生充分发挥想象;才能有效发挥审美主体在审美活动中的决定性作用,通过语文审美教育促进学生健康高尚的审美观的培养。
The standard of middle school Chinese curriculum clearly stipulates: “In the process of teaching, cultivating students’ socialist moral sentiments and healthy and noble aesthetic standards.” Strengthening Chinese aesthetics is an important part of deepening education reform and promoting quality education in an all-round way. The main task of Chinese aesthetic education is to cultivate the aesthetic sensibility and aesthetic taste of students, finally making them possess some aesthetic creativity. Affected by many factors, the characteristics of aesthetic psychology activities of teachers and students as the main body of language aesthetic education are not the same, as follows: (1) teachers have more aesthetic experience, more aesthetic ability and higher level of abstract thinking, More prone to aesthetic fatigue and aesthetic curing; (2) students are more sensitive to aesthetic perception, aesthetic imagination even more peculiar. Only pay attention to their differences fully in teaching: (1) pay attention to the combination of aesthetic experience and students’ aesthetic experience and growth experience; (2) guide students to integrate from the local to the whole; (3) perceive things to pursue the external form (4) Actively create a relaxed classroom atmosphere to encourage students to give full play to their imagination; can they effectively play a decisive role in the aesthetic activities of aesthetic subjects, and promote the healthy and noble aesthetic sense of students through Chinese aesthetic education .