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Frontiers in Educational Research, 2022, 5(1); doi: 10.25236/FER.2022.050115.

Reflections on the Teaching Reform of Art Theory Courses in Colleges and Universities from the Perspective of Aesthetic Education Practice


Yanfa Wu, Yangliu Cui

Corresponding Author:
Yanfa Wu

School of Art, Anhui University of Finance and Economics, Bengbu China, 233030


Under the background of the new era of aesthetic education, the internal and external environment of art theory courses in our country’s colleges and universities has undergone fundamental changes. The national new liberal arts education, curriculum ideological and political co-education, promotion of excellent Chinese traditional culture and other educational strategic goals, and the rapid development of the Internet and artificial intelligence have become the fundamental influencing factors of the changes in the external environment. The composition of its internal environment is still the contradictory relationship and status quo between teachers, students, textbooks, teaching methods, and evaluation methods that have been formed for a long time in traditional classroom teaching. Therefore, when reforming the strategic thinking of the traditional teaching model, we must pay attention to the internal requirements of the new liberal arts education and curriculum ideology and make full use of the Internet and artificial intelligence technology platform. We must take aesthetic education practice as the target path, strengthen the construction of art theory teachers, optimize the art theory curriculum system, reform the traditional classroom teaching methods and evaluation system, and cultivate a new generation of people with humanistic spirit and innovative thinking that meet the needs of the development of the times.


aesthetic practice; artistic theory; teaching reform; teaching environment

Cite This Paper

Yanfa Wu, Yangliu Cui. Reflections on the Teaching Reform of Art Theory Courses in Colleges and Universities from the Perspective of Aesthetic Education Practice. Frontiers in Educational Research (2022) Vol. 5, Issue 1: 78-86. https://doi.org/10.25236/FER.2022.050115.


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