Yingying Huang

As cultural confidence is continuously strengthening in China’s new era, university Public Art courses, as an important vessel for Aesthetic education, is playing an increasingly significant role in transmitting excellent traditional Chinese culture. However, current Public Art courses still suffer from problems such as insufficient traditional cultural content integration, monotonous teaching approaches, and low student participation. Based on the teaching status of Public Art courses in higher education, this paper analyzes the necessity of integrating excellent traditional Chinese culture into the course teaching, explores the implementation pathways such as course content restructuring, teaching model innovation, practice teaching strengthening, and evaluation system optimization, and constructs a teaching model for integrating excellent traditional Chinese culture into Public Art courses. Research shows that integrating traditional cultural resources systematically into Public Art courses can enhance students’ aesthetic competencies and cultural identity, strengthen the educational function of the courses, and it is of great significance for the construction of Aesthetic education in higher education.

excellent traditional Chinese culture; Public Art Courses; Aesthetic Education in Higher Education; Teaching Reform; Cultural Confidence

[1] Xingyi Li.(2024)Aesthetic education Innovation in Integrating Intangible Cultural Heritage into Public Art Courses of Higher Education:A Case Study of“Tibetan Re’ba Folk Dance”at Tibet University[J].Xizang Education,3,53-56. [2] Ping Wang,Changlin Wan.(2021)“Artistic Lineage Continuity”:Pedagogical Reengineering for Integrating Chinese Cultural Heritage into University Arts Courses:A Case Study of Hunan Institute of Science and Technology[J].Hunan Packaging,36(04),144-146+150.

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