Yangjuan Tang

Rural music classes have been challenged to apply ideas about aesthetic education throughout their instruction for some time. This research discusses several of these issues. Firstly, teachers are unaware of the essence of aesthetic education. In addition, the teachers are reluctant to employ local folk music in their classes. Furthermore, the teaching methods used are very rigid. Lastly, the evaluation methods do not correspond to the goals of aesthetic education. To solve these problems, a number of measures should be implemented. The first thing is to orient all teaching on the concept of aesthetic experience and make it the basis of every lesson. The second measure is to introduce local songs and musical instruments into the curriculum. One more way to improve the teaching is to use real-life situations in teaching activities and use guiding questions. It is also necessary to implement a new evaluation system. These measures will provide aesthetic education. In reforming the class with the help of these measures, it is necessary to return to the essence of the concept of beauty.

Aesthetic Education; Rural Junior High Schools; Music Classes; Aesthetic Experience; Optimization Strategies

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