Original title: Research on the Practice of Integrating Intangible Cultural Heritage into College Aesthetic Education Curriculum
Aesthetic education is an important part of quality education. By offering specific cultural and artistic courses, colleges and universities systematically shape students' aesthetic appreciation ability and artistic creation ability, improve students' comprehensive humanistic quality, and make aesthetic education achieve the effect of moral cultivation and soul cultivation. Intangible cultural heritage, as a result of witnessing the inheritance and development of human civilization, involves rich fields, profound cultural connotation and high artistic value of many intangible cultural heritage. Intangible cultural heritage is not only the basis for China to develop cultural industry and promote the innovative development of cultural undertakings, but also an important support for cultivating the foundation of humanistic education and helping to realize high-level aesthetic education. From different perspectives, exploring the integration value, path and strategy of intangible cultural heritage and college aesthetic education curriculum is a key task for colleges and universities to promote aesthetic education reform and achieve high-quality talent training.
The Importance of Intangible Cultural Heritage in College Aesthetic Education
The necessary process of inheriting excellent culture and strengthening cultural confidence. Intangible cultural heritage has gone through a long process of time, is a high-quality cultural resource that has been tested in social development, and is also the cultural essence created by people around the world in their long-term working life. For the Chinese nation, which has a long history and civilization, the intangible cultural heritage with a large size and high cultural and artistic value is an important witness to the inheritance of Chinese civilization for thousands of years. Entering a new era, inheriting and promoting the innovative development of China's intangible cultural heritage is not only a basic strategy to continue the context and promote excellent culture, but also a necessary process to enhance cultural self-confidence. With the goal of cultivating all-round talents with profound cultural literacy, keen artistic perception and creativity, and high artistic aesthetic ability, aesthetic education in colleges and universities organically integrates intangible cultural heritage resources into aesthetic education courses in colleges and universities and conducts scientific teaching, which has important practical significance for reforming the traditional aesthetic education model in colleges and universities, improving the quality of aesthetic education, and helping colleges and universities to achieve aesthetic education goals. Only by consolidating the foundation of talent training at the level of colleges and universities can it help to develop socialist cultural undertakings and build a socialist cultural power.
Expand curriculum resources and improve teaching quality. From a more intuitive perspective, promoting the integration of college aesthetic education and intangible cultural heritage will first help promote the innovation of aesthetic education teaching mode. For many years, the aesthetic education teaching in some colleges and universities has the problem of respecting western art and culture as classics while ignoring the educational value of Chinese excellent traditional culture, which has led to the phenomenon of putting the cart before the horse, students' aesthetic orientation is single, and artistic creativity is mediocre in some colleges and universities. Therefore, based on the purpose of expanding the resources of aesthetic education courses in colleges and universities and improving the quality of aesthetic education teaching, we should deeply explore the educational value of excellent traditional Chinese culture, especially intangible cultural heritage, choose its essence to integrate into the aesthetic education courses in colleges and universities, and promote the innovation of aesthetic education teaching concepts, rich curriculum resources, optimization of curriculum design, and innovation of teaching models in colleges and universities, It is an effective means to achieve the goal of cultivating aesthetic talents in colleges and universities in the new era.
Practical Strategies of Intangible Cultural Heritage in College Aesthetic Education Curriculum
Cultivate internally and introduce externally to build a strong faculty of aesthetic education. Aesthetic education is a cross disciplinary subject with a wide range of domains. It has high requirements for teachers' comprehensive humanistic quality, professional aesthetic theoretical basis, artistic aesthetic innovation ability, and cultural and artistic teaching and practical experience. However, at present, most of the aesthetic education teachers in some colleges and universities are talents who have made some achievements in theoretical research, and lack of practical art talents who continue to work in various industries. To some extent, it is difficult to meet the needs of diversified cultivation of students' aesthetic literacy. In the context of the introduction of intangible cultural heritage resources, it is necessary to enrich the structure of aesthetic education teachers in colleges and universities, build diversified aesthetic education teaching subjects, and design a reasonable sustainable talent training program to ensure that the knowledge system and aesthetic education concept of aesthetic education teachers can keep pace with the development of the times, so as to explore a new path of aesthetic education teaching in colleges and universities in the new era. On the one hand, colleges and universities should attach importance to the training of existing teachers and talents. According to the training goal of aesthetic education talents in the new era, they should train talents with rich experience in aesthetic education theory research, art curriculum teaching, culture curriculum teaching, basic practical skills training, artistic innovation and creation empowerment, and the expansion of artistic and cultural landscape vision, Build a team of aesthetic education teachers with innovative and efficient teaching ability, and lay a solid talent foundation for the integration and innovative teaching of aesthetic education courses and intangible heritage resources. On the other hand, it is necessary to recruit high-quality talents from different cultural and art industries in an informal manner, as a beneficial complement to the teachers on campus, and build two sets of teaching teams on campus and off campus. For example, we can cooperate with the inheritors of intangible cultural heritage, heads of cultural and art enterprises, craftsmen and other industry figures, and solve the problem of the shortage of practical skilled talents in colleges and universities by employing guests.
On the basis of regional intangible cultural heritage, build a cross integrated aesthetic education curriculum system. China has a huge intangible cultural heritage system. Up to now, there are more than 100000 representative intangible cultural heritage projects at all levels in China, and the number of projects included in the UNESCO Intangible Cultural Heritage List of Human Beings ranks first. In the face of intangible cultural heritage resources distributed throughout the country, colleges and universities should make full use of them, actively integrate local intangible cultural heritage resources, select the best and optimize them appropriately, and enrich them into the existing aesthetic education curriculum system. At present, the construction of aesthetic education curriculum system in colleges and universities still needs to be further improved. Some colleges and universities still have problems such as the imbalance between theoretical courses and practical courses, insufficient attention to traditional cultural resources, and the disconnection between curriculum teaching objectives and the development of social and cultural undertakings. Therefore, we should fully tap the educational value of local intangible cultural heritage projects and build school-based curriculum with our own characteristics. Colleges and universities can also cooperate with local intangible cultural heritage museums, art galleries, cultural and art enterprises, rely on various advantageous resources, set up intangible cultural heritage practice and experience courses, intangible cultural heritage research courses, enrich the aesthetic education curriculum system, create opportunities for students to contact cultural and art enterprises, intangible cultural heritage inheritors, and guide students to deeply participate in local intangible cultural heritage exchange activities, Build a close relationship between the aesthetic education curriculum and the development of regional intangible cultural heritage, so as to continuously broaden students' cultural vision, accumulate practical experience in aesthetic education, and consolidate all aspects of aesthetic education cultural literacy.
Information technology is used to assist aesthetic education and create an immersive teaching classroom. In addition to making efforts from the curriculum system and teachers, we should also pay attention to the positive role of the innovation and development of aesthetic education curriculum teaching model. Some intangible cultural heritage cannot fully display their aesthetic value and artistic charm only through paper-based teaching materials. They need visual and even tactile experience to truly perceive their rich connotation. In this regard, colleges and universities should make full use of advanced information teaching technology, choose different classroom teaching modes according to the differences between teaching content and teaching objectives of aesthetic education courses, actively create conditions for teaching innovation of aesthetic education courses, and create intelligent and immersive aesthetic education classrooms. For those intangible cultural heritage projects that have been well inherited and developed, teachers should try their best to make students face to face contact with intangible cultural heritage projects, and deepen students' understanding of intangible cultural heritage through comprehensive use of theoretical explanation, practical experience and other teaching forms; For intangible cultural heritage projects that are difficult to find entities, teachers can use virtual reality technology to "restore" their appearance for students and see their artistic charm.
（ Bian Peipei, The author is a teacher of Dezhou University, and his research direction is clothing culture and design)
