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罗丹曾说,艺术就是情感。中学语文教材所选文本蕴藏着丰富的情感资源。语文教师如果能够有效地开发和利用,把情感元素纳入到教学设计中去,把情感目标作为教学的重点目标去完成,一定会大大提高艺术类学生的认知、情智水平。迁移理论让不同艺术形式间的“移情”现象成为可能。情感迁移的操作策略如提供链接、配名曲渲染、配名画入境、视频鉴赏、现场表演——点评与讨论,会使语文课堂上的情感教育教学向其他艺术迁移,进而提高学生的审美能力。重视艺术审美能力的教育,会极大地提高学生的艺术表现力和创新能力。
Rodin once said that art is emotion. The texts selected for the Chinese language textbooks in middle schools are rich in emotional resources. If language teachers can effectively develop and use the emotional elements into the design of teaching, and emotional goals as the key objectives of teaching to complete, will definitely improve the art students cognitive, emotional intelligence level. Migration theory makes it possible for the “empathy” phenomenon between different art forms. Emotional transfer operation strategies such as providing links, rendering of famous songs, entry of famous paintings, video appreciation, live performances – comments and discussions will transfer the emotional education teaching in the Chinese language classroom to other arts, thereby improving students’ aesthetic ability. Emphasis on artistic aesthetic ability education will greatly improve students’ artistic expression and innovation ability.