How should Chinese teaching be interspersed with aesthetic education
1. Recite poetry and appreciate the beautiful scenery
The language of poetry is the most condensed and expressive language. It is the purest and most artistically charming language among all literary languages. Ma Zhiyuan's "Tian Jing Sha Qiu Si" is a typical example. During the teaching, I intentionally asked the students to string together the nine images of "withered vines, old trees, faint crows, small bridges, flowing water, people's houses, ancient roads, west wind, and thin horses" through repeated readings. Feel and draw a picture composed of these nine things to appreciate the beauty of the poem. During repeated readings, students not only experience the rhythmic beauty and musical beauty of the poetic language, but also use their imagination to form the beauty of pictures in their imaginations.
All beautiful poems are the product of "emotions moving in the heart and taking shape in the sound". They are an artistic externalization of the poet's inner emotions. For example: "Beans are planted at the foot of the southern mountain, and the grass is thick with bean sprouts" in "Returning to the Garden and Field Residence". "The green trees are close to the village, and the green mountains are sloping outside." in "Passing the Old Friend's Village". "A few early orioles are vying for warmth in the trees, and whose new swallows are pecking at the spring mud." "One water protects the fields and surrounds them with green, and two mountains drain the valves to bring green." in "Books on Mr. Huyang's Wall" "Mountains and rivers are full of doubts and there is no way, and willow banks and flowers are blooming in another village." These famous poems and lines are the poet's emotional expression in a specific environment. Therefore, when instructing students to recite poetry, I require students to feel the tone and rhythm of the poem, move from the text to the emotion, and from the text world to the author's world, so as to achieve the aesthetic realm of being connected with the author's spirit and telepathy. During repeated readings, the students were subtly influenced by the emotions in the poem, thereby refining and beautifying their own feelings.