REVIEW AND ANALYSIS OF CHINESE SCHOOL AESTHETIC EDUCATION POLICY IN THE PAST CENTURY
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Abstract
This article summarized the mechanism for the formation and development of aesthetic education policies at Chinese schools through a review and analysis of a century of aesthetic education policies in Chinese schools. Such research has certain theoretical and practical signifcance for the development of aesthetic education at schools today and in the future. The article compared the six stages of development for China’s school aesthetic education policy from a historical perspective, namely the Qing government period (1900-1911), the Republican period (1911-1929), the period of the Salvation Movement (1929-1949), the period of tortuous development after the founding of New China (1949-1978), the period of reconstruction after reform and opening up (1978-2012), and the period of building the school aesthetic education system in the new era (2012-2022). From the perspective of the formation mechanism, the for mulation of a school aesthetic education policy at each stage is closely related to the national conditions in a specifc historical period, as well as the political and ideological guidance of the party or the state, the general policy of education, and the direction of social, spiritual and cultural construction. From the perspective of the law of development, China’s centennial school aesthetic education policy has always adhered to the principle of “morality” frst, following the spirit of traditional Chinese aesthetic education that unites beauty and goodness. Art education is the main content of school aesthetic education, while representative ideas on aesthetic education from each period and the Sinicized Marxist aesthetic theory and its achievements have provided theoretical guidance for the formulation of aesthetic education policies at Chinese schools.
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