Abstract:

From Beautiful China to a Better Life, beauty is the value pursuit and ardent expectation of the nation and its people. School aesthetic education bears the responsibility of our times: cultivating and activating spiritual strength, inheriting and promoting Chinese civilization, fostering and enhancing cultural confidence, and understanding and realizing a better life. The survey found that there are three misconceptions regarding the perception of the value of aesthetic education in rural schools, including marginalization in status cognition, s skill-oriented cognition in content, and lecture-oriented cognition in methodology. To re-understand the value of aesthetic education in rural schools, on the one hand, it is necessary to understand the universality of aesthetic education in rural schools. In the harmonious development of material civilization and spiritual civilization, it nurtures students’ national spirit through aesthetic taste; in the coordinated development of scientific thinking and artistic thinking, it awakens students’ imagination and creativity through free imagination; in the integrated development of beautifying people and moral education, it internalizes students’ ideal beliefs through emotional experiences. On the other hand, it is important to understand the uniqueness of the value of aesthetic education in rural schools. Perceiving the characteristics of rural beauty, cultivating students’ sensibility and appreciation through natural scenery and folk culture; activating the dynamics of rural beauty, stimulating students’ experiential and creative abilities through open spaces and collision of thoughts; recognizing the value of rural beauty, fostering students’ sense of responsibility and values through emotional resonance and cultural confidence.

Key words: aesthetic education, aesthetic education in schools, value of aesthetic education, rural education