Xiao Lin

The skills of intangible cultural heritage (ICH) contain rich aesthetic values and cultural genes, serving as an important resource for aesthetic education in the basic education stage. Based on the concept of project-based learning and combined with theoretical foundations such as cultural ecology and constructivism, this paper addresses the current problems of fragmentation and single teaching methods in ICH aesthetic education curricula, and constructs a systematic framework for project-based aesthetic education curricula of ICH skills from four dimensions: curriculum objectives, content selection, implementation paths and evaluation systems. By integrating practical cases of primary and secondary schools in multiple regions, the feasibility and effectiveness of the curriculum construction are verified, providing theoretical references and practical paradigms for realizing the goal of "cultivating people through beauty and culture" in the basic education stage. The research shows that a scientifically constructed project-based aesthetic education curriculum of ICH can effectively improve students' aesthetic literacy, cultural identity, practical and innovative abilities, and promote the living inheritance of ICH and the high-quality development of aesthetic education.

Intangible cultural heritage skills; Basic education; Project-based learning; Aesthetic education curriculum; Curriculum construction

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