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The English-taught cross-cultural aesthetic courses in universities play a crucial role in promoting the spirit of art education and strengthening cultural confidence. They possess both theoretical value and practical significance. Currently, the number of English aesthetic education courses offered by domestic universities is relatively small, and there are issues such as scattered themes, fragmented teaching designs, and unclear methods. This article explores the construction and development models, as well as practical paths of English aesthetic education courses. It aims to expand the practical space and development opportunities for cross-cultural art education courses, seeking appropriate avenues and methodological resources for the contemporary practice and the development of aesthetic education.
Yu et al. (Mon,) studied this question.
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