Based on the dual perspectives of pedagogy and art, this study systematically explores the development path of immersion in aesthetic education in primary and secondary schools. Under the triple background of policy drive, practical needs and disciplinary development, the study critically examines the problems of traditional aesthetic education, such as "separation of Taoism and skills" and "utilitarian tendency". Drawing on the theory of "immersion learning" in pedagogy and the concept of "aesthetic common sense" in art, the study constructs a four-dimensional model of aesthetic education: "Goal-Content-Method-Evaluation", which covers the following aspects The four-dimensional model of aesthetic education is constructed, covering the three-level goal system of "aesthetic perception-cultural understanding-innovative practice", interdisciplinary integrated curriculum ecology, collaborative teaching methods of embodiment and digitization, as well as process- and development-oriented evaluation mechanisms. On the practical level, the three major paths of "creating immersive campus scenes", "improving the quality of integrative teachers" and "constructing an innovative regional aesthetic education ecosystem" are proposed, and in response to the challenges of technological alienation, utilitarianism and inertia, a deepening of the concept of aesthetic education is proposed. In view of the challenges of technological alienation and utilitarian inertia, we give suggestions to deepen the cross research between brain science and aesthetic education and optimize the policy evaluation system, aiming to provide theoretical and practical support for the systematic reform of aesthetic education in primary and secondary schools.
Wenjiang Zhang (Fri,) studied this question.