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"Three-Full Education" Concept in the Public Aesthetic Education Curriculum of Universities: Teaching Practice and Exploration

Author(s)

Xin Wang

Affiliation(s)

School of Fine Arts, Xinjiang Normal University, Urumqi, Xinjiang, China

Abstract

Against the backdrop of educational reform, aesthetic education is pivotal to fostering well-rounded talents, and public aesthetic education courses for all students are highly significant for elevating educational quality and boosting students' all-round development. With the advancement of quality-oriented education, the demand for integrating aesthetic and moral education is pressing, yet traditional teaching models isolate the two, restricting the full exertion of aesthetic education’s value. This study explores public aesthetic education courses in multiple universities through a combination of research methods. Practice has proven that such teaching under the "Three-Full Education" concept yields remarkable results, advancing educational orientation, teachers’ competence and students’ literacy, forming a synergistic effect of aesthetic and moral education, and providing theoretical and practical references for the development of aesthetic education courses and the reform of university aesthetic education.

Keywords

Three-Full Education; Public Aesthetic Education Curriculum of Universities; Aesthetic Education; Teaching Practice

References

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