初中英语诗歌教学中发展学生美育的教学策略：人教版九年级英语教材两首诗歌的个案研究

Teaching Strategies for Developing Students’ Aesthetic Education in Junior High School English Poetry Instruction: A Case Study of Two Poems from the PEP Ninth-Grade English Textbook

摘要: 诗歌是实施美育的重要途径，其形式、音韵、意象、情感等多维审美特征为英语教学中的美育渗透提供了自然载体。我国基础教育正经历着从“知识本位”向“素养本位”的深刻转型，但是当前初中英语诗歌教学仍存在重语言知识、轻审美体验的倾向。为了更为契合我国基础教育中美育发展要求，提升学生审美素养，应当探索并优化我国初中英语诗歌教学的教学策略。依据美育发展的导向，在初中英语诗歌教学中，可通过融合审美感知、鉴赏、表现与创造的四维框架，引导教学转向对诗歌形式美、音韵美、意象美及情感价值美的系统关注。这一全方位的初中英语诗歌美学教育设计能够为诗歌教学与美育融合提供具象路径，从而在语言学习中促进学生审美素养与人文精神的整体发展。

Abstract: Poetry serves as a crucial medium for implementing aesthetic education, with its multidimensional aesthetic features—such as form, rhythm, imagery, and emotion—providing a natural vehicle for integrating aesthetic education into English language teaching. Basic education in China is undergoing a profound transformation from a “knowledge-based” to a “competency-oriented” approach. However, current junior high school English poetry instruction still tends to prioritize linguistic knowledge over aesthetic experience. To better align with the developmental requirements of aesthetic education in China’s basic education system and enhance students’ aesthetic literacy, it is essential to explore and optimize teaching strategies for English poetry in junior high schools. Guided by the principles of aesthetic education development, the teaching of English poetry in junior high schools can adopt a four-dimensional framework integrating aesthetic perception, appreciation, expression, and creation. This approach can shift pedagogical focus toward a systematic engagement with the beauty of poetic form, rhythm, imagery, and emotional value. Such a comprehensive design for aesthetic education in junior high school English poetry offers a concrete pathway for integrating poetry instruction with aesthetic education, thereby fostering the holistic development of students’ aesthetic literacy and humanistic spirit within language learning.