审美教育长期植根中华教育传统，在语文课程中具有重要地位。以古诗词为载体进行审美教育，已是基础教育界的共识，特别在高中语文教学中，古诗词审美教育更为重要。因此，本研究站在美育视域下审视高中古诗词教学，通过文献研究法和案例分析法，在厘清诗词美育的内容建构理念和教学实施原则基础上，梳理分析一线教学案例，探究美育视域下高中古诗词教学的现实问题，反思并提炼古诗词美育的优化策略，进而提升高中古诗词审美教育的整体水平。

研究发现，美育视域下高中古诗词教学的内容囊括审美情操的熏陶和审美能力的培养两大基本内容。根据高中古诗词教学的实际情况，可以细化为抓住外在形象、体味审美意境、深化情感体悟、把握诗句哲理、归纳美感规律、创造美感作品六大具体内容；在教学实施的过程中，其应当遵循学生主体、立足诗词本质特征、兼顾审美感性与理性、形成情感共鸣的基本原则。

对标美育视域下高中古诗词教学的建构理念与实施原则，本研究既挖掘了一线教学的实践成果，也发现一线教师的教学实施案例普遍存在美育内容片面化、浅表化、应试化和美育方法重复单一、师生角色定位错误等现实问题。

针对现实问题，本研究提出了美育视域下高中古诗词教学的优化策略。在内容优化上，要转化学界研究成果、适应学情调整重难点、做好审美鉴赏方法的迁移、融入审美创造的内容；在方法优化上，提出将课前调查融入美育、细化诵读指导、有效裁剪知人论世材料、建构审美体验支架及应用“1+X”模式的策略，从而为一线高中古诗词美育提供了多重抓手。

本研究着眼美育视域下高中古诗词教学的现实问题，通过理论研究和课例分析阐发了其在内容建构和教学实施上的原则，探究了高中古诗词美育实践中教学内容和方法上的不足，提出了较为切实可行的优化策略。但由于研究能力和文章体量的限制，研究材料可能存在遗漏，导致研究结果不够全面，有待于进一步的改进和提高。

Aesthetic education has long been rooted in Chinese educational tradition and plays an important role in Chinese curriculum. Using ancient poetry as a carrier for aesthetic education is already a consensus in the field of basic education, especially in high school Chinese teaching, where the aesthetic education of ancient poetry is even more crucial. Therefore, this study examines high school ancient poetry teaching from the perspective of aesthetic education. By using literature review and case analysis methods, based on clarifying the content construction and implementation principles of poetic aesthetic education, it comprehensively analyzes front-line teaching cases, explores the practical issues of high school ancient poetry teaching from the perspective of aesthetic education, reflects on and refines optimization strategies for poetic aesthetic education, and thereby enhances the overall level of aesthetic education in high school ancient poetry appreciation.

The research findings indicate that the content construction of high school ancient poetry teaching under the perspective of aesthetic education encompasses two basic elements: the cultivation of aesthetic sentiments and the development of aesthetic abilities. Based on the actual situation of high school ancient poetry teaching, these can be further refined into six specific contents: capturing external images, appreciating aesthetic mood, deepening emotional understanding, grasping philosophical implications of poetic lines, summarizing aesthetic principles, and creating works of aesthetic beauty. In the process of teaching implementation, the teaching methods should adhere to the basic principles of student-centeredness, focusing on the essential characteristics of poetry, balancing aesthetic sensibility and rationality, and fostering emotional resonance.

In terms of the content construction and implementation principles of ancient poetry teaching in senior high schools under the perspective of standard aesthetic education, this study not only explores the practical achievements of front-line teaching but also identifies common problems in teaching practices, such as the one-sided, superficial, exam-oriented nature of aesthetic content, and the repetitive and monotonous nature of aesthetic methods, as well as misconceptions regarding the roles of teachers and students.

To address these issues, this study proposes optimization strategies for high school ancient poetry teaching under the perspective of aesthetic education. Regarding content optimization, it suggests transforming research results into teaching materials, adapting to students' learning needs, transferring aesthetic appreciation methods effectively, and integrating aesthetic creation content. In terms of method optimization, strategies such as incorporating pre-class surveys into aesthetic education, refining recitation guidance, appropriately selecting materials related to understanding human nature and society, constructing frameworks for aesthetic experiences, and applying the "1+X" mode are proposed. These strategies provide multiple avenues for improving front-line high school ancient poetry aesthetic education.

Focusing on the practical issues of high school ancient poetry teaching under the perspective of aesthetic education, this study constructs principles for content construction and implementation methods through theoretical research and case analysis. It explores the deficiencies in teaching content and methods in the practice of high school ancient poetry aesthetic education and proposes feasible optimization strategies. However, due to limitations in research capabilities and the scope of the article, there may be omissions in the research materials, resulting in insufficient comprehensiveness of the research results, which require further improvement and enhancement.