[摘要]  本文先分析了小学语文阅读教材所选绘景状物课文的内涵、编排和特点。接着阐述了美育的内涵、价值和特征。然后依据这二者，并依据课标理念，论述了在小学语文阅读教材中，绘景状物课文实施美育的操作程序，先对课文中景物审美，再对课文中语言审美。这两步中的操作程序：首先审美感知，接着审美感受，然后审美体验。

[关键词]  审美感知；审美感受；审美体验

【Abstract】In this paper, it firstly analyzes the connotation, layout and features of scenery-creature description texts in Chinese textbook for primary school students, and then expounds the connotation, value and features of esthetic education. Later based on the previous content, this paper gives dissertation to the operation sequence of esthetic education in teaching the scenery-creature description reading materials in primary school, which is to review the esthetics of the scenery in the text and then review the language esthetics of the text, whereas the concrete procedures for these two steps are: firstly perceive, then taste and finally experience esthetics. 

【Key words】esthetic perception, esthetic taste, esthetic experience

　　在小学语文阅读教学中进行美育，往届学姐已有研究。较之她们的研究，笔者有三点不同：一是将研究范围缩小，仅研究阅读教材中绘景状物课文的美育；二是重视论文三部分之间的内在联系，探究小学语文绘景状物课文的美育实施，注意遵循美育的本质、美育的特征，依据小学语文教材所选绘景状物课文的特点；三是注意运用课标的理念指导自己的美育研究。但由于笔者教育理论有限，教学经验缺乏，论文中所论述的尚肤浅，更没在教学实践中反复验证，一定有许多不当之处。在今后的教学实践中，笔者将继续把本研究进行下去，努力探求最佳美育实施的策略。