Under the vigorous promotion of national aesthetic education policies, the importance of aesthetic-education in higher education has become increasingly prominent. However, applied universities' aesthetic education curriculum system still faces numerous challenges, such as confusion between aesthetic education and art education concepts and unreasonable course design. This paper analyzes the current state of aesthetic education courses in applied universities from a policy perspective, identifies key issues, and proposes strategies for constructing a scientific and reasonable aesthetic education curriculum system. The study proposes establishing multi-tiered course objectives, enriching content and formats, and adopting diverse assessment methods to enhance the quality and effectiveness of aesthetic education courses. It elaborates on the philosophy and implementation pathways for constructing an aesthetic education curriculum system in applied universities. These measures aim to promote students' holistic development in morality, intelligence, physical fitness, aesthetics, and labor, achieve profound outcomes in aesthetic education, and lay a solid foundation for cultivating well-rounded applied talents.
Zhan Liqin (2025) studied this question.