Research on the path of integration of aesthetic education and ideological and political education in folk art classroom teaching mode enabled by artificial intelligence
Pubblicato online: 24 mar 2025
Ricevuto: 08 nov 2024
Accettato: 25 feb 2025
DOI: https://doi.org/10.2478/amns-2025-0755
Parole chiave
© 2025 Haiyan Gu, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
With the opening of China’s reform and opening up, all walks of life in China have begun to pay attention to the innovation and development of culture and art, especially art education has been greatly emphasized in higher education institutions [1-2]. Chinese folk art has been used in the teaching of colleges and universities for a long time, although many colleges and universities recognize the great value of folk art for art education, but in the actual art education activities, few schools perfectly apply folk art in the classroom [3-6]. In the art education activities of colleges and universities in modern China, the main training is to cultivate students’ sketching and color skills, and enhance the training of basic skills, and many students have some resistance complexes to folk art after being exposed to some avant-garde art works [7-10], which is not conducive to the inheritance of Chinese folk art and the development of art education in colleges and universities, and the application of deep learning can improve this situation, so as to better realize the integration of aesthetic education and ideological and political education under folk art [11-13].
The essence of aesthetic education is to cultivate students’ cognition and preference for beauty, and it is a kind of education to stimulate their ability to create beauty independently. The teaching of aesthetic education helps to cultivate students’ sentiment, improve their aesthetic ability and their experience and perception of beauty [14-17]. Effective integration of aesthetic education in the ideological and political education of college students can fully promote students to experience and perceive beauty in a beautiful environment, enrich students’ ideological cognition, promote emotional resonance, and motivate students to actively explore a meaningful life [18-21].
Folk art is an important part of Chinese traditional culture, with rich cultural connotations and unique arts and crafts style. Through the teaching of folk art practical activities, students can deeply understand the history, artistic characteristics and cultural value of folk art, and cultivate their aesthetic interest and creativity. Literature [22] firstly emphasizes the strong impact of folk art in the new period, points out that colleges and universities have an unshirkable responsibility in the protection and inheritance of folk art, and emphasizes the role of mutual promotion between folk art and college art. Literature [23] explores the influence of folk art on college students’ mental health by taking painting as an example. Based on the phenomenon that college students generally have psychological problems, it is pointed out that folk art can relieve students’ psychological pressure, which provides a reference for the application of folk art in college education. Literature [24] examines the rational development of folk art resources in college art and design education, and proposes corresponding methods such as curriculum development and strengthening school-enterprise cooperation, so as to realize the integration of production, learning and research in colleges and universities, in order to promote the innovation of art and design education in colleges and universities. Literature [25] describes the important significance of folk painting art in college education, which not only enriches the content of education and helps to improve the quality of traditional art of students, but also is an important way to protect and inherit folk painting art. Literature [26] explains the importance of the integration of folk art and modern art education, including guiding students to correctly recognize the value of folk art, promoting excellent cultural heritage, and so on, as well as the mutual promotion of the two. Literature [27] discusses the current situation of the cultivation of painting talents in colleges and universities, while in order to improve the comprehensive quality of students, it proposes a way of integrating painting art talents and integrating folk art resources. Literature [28] reveals the problem of psychological barriers prevalent among college students, and reveals the impact of the combination of traditional folk art and modern art teaching on alleviating college students’ barriers.
It is easy to see that the integration of folk art and college education is of great significance to students’ comprehensive quality improvement and mental health, and this “folk art” is not only limited to folk painting and folk art, but also includes all the excellent folk art forms. This “integration” for folk art is innovation, but also inheritance, for education that is rich in educational resources, but also an important way to cultivate high-quality talent.
The integration of aesthetic education has transformed the ideological education in colleges and universities into an all-orientated, multi-dimensional, all-encompassing and diversified education model, which better promotes students’ personal qualities and all-round development. In today’s increasingly avant-garde concepts and methods of education, this kind of education that can improve students’ ideological quality in all aspects is widely recognized and respected, and its advantages are self-evident. Literature [29] reveals the importance of the combination of aesthetic education and ideological education, which is conducive to improving the effect of ideological education, but also an important part of the educational reform of colleges and universities, and puts forward a feasible strategy for the “combination” of the two. Literature [30] adopts “fuzzy comprehensive judgment” to analyze the integration of aesthetic education and ideological and political education, and puts forward the suggestions to promote the deep integration of aesthetic education and ideological education by following the law of teaching and learning, and creating a special education platform. Literature [31] explores the intrinsic compatibility and practical challenges of the integration of aesthetic education and ideological and political education, emphasizes the importance and feasibility of a deeper integration of the two, and aims to formulate an effective strategy for the integration to provide insights for strengthening ideological and political cooperation. Literature [32] reveals that quality education puts forward new requirements for teachers and students; teachers should not only impart knowledge, but also act as guides for students’ life development and improve their ideological and moral qualities in order to promote the development of ideological and political education in colleges and universities, whereas students need to establish the correct three views. Literature [33] outlines the significance of accounting course ideological education based on the perspective of aesthetic education, and explores the use of a variety of teaching methods in order to achieve the organic combination of professional education and course ideological education. Literature [34] studied the integration of aesthetic education and Civic and Political Education. It emphasizes that changing students’ aesthetic concepts, using technology to create an aesthetic atmosphere and other ways are the inevitable requirements for combining aesthetic education and ideological and political education, and improving the teaching effect.
It can be seen that the integration of aesthetic education and ideological education in colleges and universities is an inevitable road for the development of education in the new era, and is of great significance to the promotion of the better development of ideological education in colleges and universities and the cultivation of students’ comprehensive quality. However, according to the current research results, the integration of aesthetic education, ideology, and politics is still in the theoretical stage, and relatively few colleges and universities have actually put it into practice.
Through studying the connotation and characteristics of deep learning and big unit, this study establishes a teaching practice model of deep learning by taking big unit as the practice carrier of teaching mode, exploring the optimization path of art teaching mode and promoting students’ deep learning. It is applied to the folk art classroom in colleges and universities, and through questionnaire surveys, teaching practice cases are used to demonstrate the application effects and achievements of the practice model in college art teaching. The deep learning theory is used as a guide to provide new ideas for the research on the path of integrated education of aesthetic education and ideology and politics, and finally the results of integrated education are analyzed through practice.
“Deep learning” didn’t germinate in education first, but was born out of the idea of deep learning in the field of artificial intelligence. The reason why the concept of deep learning can cause a big stir in the education sector lies in the educational field’s demand and interest in deep learning: if computers and artificial intelligence are enough to carry out deep learning based on the deep abstract cognition of the human brain, then it is worthwhile to explore whether there is a difference between the deep and the surface of the student’s learning; and how to transform the knowledge of the textbook as a macro-knowledge into the micro-meaning of the individual’s generation of the agar? Based on this, many scholars have begun to take a keen interest in the topic of deep learning, which has led to a wave of research on the integration of deep learning into classroom teaching.
In the course of the development of the concept of “deep learning” in the field of education, its learning, teaching process, teaching methods, learning process and other aspects have gradually constructed a more perfect system. For example, in the construction of the concept of learning, it is advocated that “learning is a process of students’ spiritual development” and that “learning is sufficiently broad, sufficiently deep, and sufficiently relevant”. In the construction of the teaching process, the teaching process is gradually converging from “cultural identity, cultural experience to cultural reflection and cultural self-awareness” to the practice of cultural human beings. And in this process, perception and understanding, emotional experience, ability transformation, meaning construction, transfer and application, and reflection and sensitization are escorted by the concept of deep learning, which provides the possibility of its implementation. In terms of teaching and learning strategies, “U-shaped learning”, “classroom pictures”, “task-oriented, problem-oriented, results-oriented”, “cultural response, experience-responsive” and so on. In addition, in the process of students’ vivid encounter with knowledge, to strengthen the breakthrough of students’ learning process encountered in the “doubts, breakpoints, blind spots”, so that students’ learning cognition can enter the deeper level, so that the subject of imagination can be visible, so that the material culture can be infiltrated, so that the values can be exported, to promote the students’ disciplinary literacy in the knowledge and skills, system of thought, and experience connection can be truly advanced.
To summarize the above, there are about four connotations of “deep learning”, which are summarized in Table 1:
Learning objectives point to “depth”: The “depth” of deep learning is mainly manifested in the clarity and gradual progression of the teaching objectives, which are aimed at promoting students’ critical ability, higher-order thinking and affective attitudes and values. The learning process is constantly “in-depth”: the “in-depth” nature of deep learning is mainly from the perspective of teachers and students in teaching and learning, focusing on the construction of knowledge, the generation of experience and the training of knowledge and skills, and emphasizing the high degree of cognition and thinking of teachers and students in the learning process. Input. Active “deep inquiry” in learning styles: The reason why the learning outcome of deep learning is different from shallow learning is that it emphasizes the activation of students’ interest in learning, and intrinsic motivation drives the learning styles of deep inquiry, where students are able to improve their knowledge and skills through active searching and knowledge construction. Learning results towards “profound”: the deep learning emphasizes the expansion of migration and reflection, that is, it is hoped that through the depth of the learning objectives, the depth of the learning process, the learning mode of in-depth study, to promote the students’ learning results towards the final profound, so that the generation of meaning.
The difference between deep learning and shallow learning
| Depth learning | Shallow learning |
|---|---|
| High order capacity | Superficial cognition |
| Active learning | Passive learning |
| Interdisciplinary integration and focus | Multi-focused subject and flat plane simplify problem solving |
| Establish old and new knowledge and student experience | Conventional memory knowledge and skills |
| Build step-by-step learning patterns and strategies | Learn to learn |
| Focus on understanding, pursuit of migration and application | It is a coincidence that you are aware of it |
| The deep quest for the meaning and value of knowledge | The surface draws knowledge and the inner depth lacks |
The design of the practice model is shown in Figure 1.This model is characterized by three features: consistency, progressivity and depth. The model takes the overall big unit design as a framework. Firstly, it extracts the big concepts and divides the content of the unit to ensure the organic connection of each teaching link; then it designs a chain of questions with logical relationships to guide students to further thinking and exploration and promote their in-depth understanding of knowledge; in addition, the design of the teaching objectives around the core literacy points out the direction for students. Next, challenging tasks with contexts are designed to guide students to participate in problem solving. Finally, multiple assessments are conducted to help students reflect and improve. Such a practice model ensures that teachers always focus on the goal of deep learning in the whole teaching design, which will help teachers guide students to deep learning in a more directional way, so as to ensure the achievement of the teaching goal and improve the teaching effect. It will also help students to focus on the exploration of knowledge during the whole learning process and realize a more meaningful and deeper learning experience.
Design of practical model
Developing an instructional plan is the first step in implementing a model that points to deep learning college art large unit instructional practices. In developing an instructional plan, it is necessary to first identify the unit’s theme, big idea, problem chain, and instructional objectives.
In implementing the large-unit teaching practice model, even though the teaching plan is carefully formulated, the teaching plan is only a starting point. It needs to be adapted to the actual situation in order to get down to the practical aspects. The ultimate goal of this practice model is to point the effect of practice to the real realization of students’ deep learning. When students are found to have deviated from the track of deep learning in the course of practice and are unable to carry out deep learning, teachers need to take timely measures to correct the deviation and re-adjust the direction of students’ learning.
In order to understand the situation of students’ deep learning in a timely manner, it is necessary to design an effective assessment method to evaluate students’ learning outcomes. The assessment methods must be aligned with the learning objectives and capable of fully comprehending the students’ learning. Therefore, a variety of assessment methods can be used in order to comprehensively assess students’ deep learning ability and creative expression.
The research subjects selected for this study are the four classes taken during the practice period, as well as the students surveyed in the preliminary questionnaire, i.e., the four classes of the first year of the university, namely, class (2), class (8), class (9) as well as class (10) as the subjects of the implementation of this study, with a total of 260 students.
Taking the folk art course “Tattoos and Life” as an example, during the process of teaching implementation of the deep learning teaching model, it was obvious that the learning state of students after the experiment was better than the state of students before the experiment. Therefore, at the end of the whole teaching practice, the students in the experimental class were surveyed and analyzed after class, and its survey content was mainly designed from the three dimensions of students’ participation in learning, learning styles, and learning process experience. From the results of the survey, students’ participation in the class was significantly increased, especially after organizing the relevant information about Patterns and Life before the class, which obviously highlights students’ self-confidence and initiative, and students will take the initiative to share the relevant knowledge, actively discuss and integrate the knowledge in the group discussion. The results, as shown in Figure 2, showed that 78% of the students would actively participate and share the discussion with their classmates, and only 6% were reluctant to participate in the group discussion, which also became the key students to be interviewed after the lesson in order to reflect on the omissions that occurred. However, when asked if they would ask new questions after integrating the information, 64% of the students would actively share the information they had collected, while these 64% had difficulty asking new questions and discovering new knowledge. This is a more challenging part of learning, and this will be reflected later in the summary.
The degree of participation of students in class
By carefully designing the teaching content of the unit and setting up a problem-oriented approach, students are prompted to reflect actively in the process of learning. More than half of the students will take the initiative to think, actively reflect on the problems, and put them into action, indicating a significant improvement in their practical abilities. The data shown in Figure 3 indicates that 51% of the students will independently apply the learning methods they have mastered in the classroom, such as designing study sheets and making mind maps, etc., at the end of the unit of study. Especially when they summarize the learning content by using the mind maps, they will always nourish new ideas and perspectives. At the same time, the co-creation between teachers and students will have obvious effects, thus improving students’ thinking ability and the integration of learning content.
Investigation and analysis of deep learning teaching effect
Seventy percent of the students thought that the exploration of the culture and patterns of colored pottery would be of great help to their later paintings, which made the themes of the students’ works clear and their thoughts clear. Under the guidance of the teachers, students were able to use their own understanding to express the connotation of the design in the form of art, constantly challenging their existing cognitive abilities, enjoying the process of creation, and experiencing the pleasure of success.
In summary, deep learning theory guides students to develop independent learning habits before class, cultivates cooperation between teachers and students during class to improve students’ sense of reflection and realize meaningful learning process, and applies what they have learned to practice by summarizing and organizing existing knowledge after class to promote students’ transfer and application ability. Therefore, the implementation of the theory of promoting deep learning in the teaching of folk art in colleges and universities advocates more unitized teaching, forming a normative and systematic learning experience through concentrated learning and inquiry. In such a learning process, teachers are required to master the core content of the discipline, select the unit learning content based on the teaching materials and curriculum standards of folk art in colleges and universities, set the teaching objectives, create the teaching activities and carry out continuous process evaluation.
The optimization strategy will be summarized in the teaching experiment carried out in the class taught, in the teaching of mining teaching materials ideas, focusing on real-world problems as the guide, the design of optimized teaching programs, penetration of the idea of the students’ thinking and ability to carry out the training of the silky-smooth. After a semester of teaching, the quality analysis of the final exam at the end of the semester against the data shown in Table 2:
Analysis of the effectiveness of teaching
| Class | Pretest | Posttest | ||||
|---|---|---|---|---|---|---|
| Average score | Excellence rate | Inferior ratio | Average score | Excellence rate | Inferior ratio | |
| 2 | 83.41 | 60.87% | 8.7% | 87.69 | 78.96% | 7.33% |
| 8 | 83.79 | 50.22% | 7.42% | 90.39 | 76.52% | 6.84% |
| 9 | 83.85 | 45.36% | 3.86% | 89.25 | 65.23% | 3.8% |
| 10 | 84.15 | 55.74% | 4.15% | 87.39 | 70.28% | 5.67% |
Analysis of the data can be obtained: the excellence rate and average score increased significantly, indicating that the original learning level of the students in the middle and upper levels of thinking in the process of in-depth learning to enhance the level of thinking, the results have been improved, the proposed optimization strategy of art education in line with the laws of education, the development of students’ thinking ability is extremely helpful. However, the failure rate basically maintains the original rank, because the original results of the students themselves in the learning of this basic habits, attitudes there are certain problems, such as learning inertia, listening to the class attention is easily distracted, etc., and this paper puts forward the depth of the learning teaching method is based on a certain learning to develop the thinking of the expansion, so it is not suitable for this kind of learning degree is too low students.
The mean values in the Cognition and Understanding dimension are shown in Table 3, with five options: excellent, good, fair, poor, and very poor, corresponding to a score of 5-1 according to the degree. The mean value of knowledge construction is 4.528, the mean value of critical thinking is 3.957, the mean value of problem solving ability is 4.413, and the mean value of knowledge integration ability is 4.359, and the mean value of the four dimensions are more than 4 points in three of the four dimensions, and there is only one item that is lower than 3 and close to 4 points, which indicates that students are performing well in cognitive and comprehension ability, where critical thinking scores lower compared to the other three dimensions.
Cognitive and understanding dimension description statistics
| Case number | Minimum value | Maximum value | Mean value | Standard deviation | |
|---|---|---|---|---|---|
| Knowledge construction | 260 | 1 | 5 | 4.528 | 0.7425 |
| Criticism and questioning | 260 | 1 | 5 | 3.957 | 0.8422 |
| Problem solving | 260 | 1 | 5 | 4.413 | 0.8417 |
| Knowledge integration capability | 260 | 1 | 5 | 4.359 | 0.7786 |
Based on the insights of deep learning theory, the following points of teaching design and practice are unfolded to enable students to tightly focus on the content related to ideology and politics, and to produce a continuous understanding of the knowledge points.
First, in the teaching method. To comprehensively consider a variety of teaching methods to stimulate students’ interest in learning, guide students to really enter the classroom to be the master of the classroom, and change the traditional way of teaching in which the teacher teaches the whole course of the students and the students accept to learn. Therefore, students can be organized to visit the field to study, experience the real teaching scenarios, group cooperative inquiry, independent search for information, micro-teaching and other teaching methods, the teaching method of this study uses the above teaching methods to guide students into the classroom, to complete the process of in-depth learning.
Second, in the design of teaching activities. To take into account how students can more comprehensively and deeply understand the content related to Civics and Politics, guide students to create and feel the charm of art on the basis of understanding aesthetic education, students’ aesthetic ability and artistic expression is a gradual process, the teaching design should take into account the laws of physical and mental development of students and the existing basic knowledge.
Third, the teaching content should be refined in this lesson the most core knowledge with the most educational value for students to understand in depth, at the same time, from shallow to deep, from easy to difficult, from simple to complex and other progressive design, students in the initial perception of in-depth exploration, and then in-depth understanding of the content of the teaching. Through the “synthesis-exploration, modeling-expression, design-application” three practical activities to carry out teaching, to help students understand the ideological and political connotation of the students’ artistic expression around the ideological and political content of the creative practice. The students’ artistic expressions are centered on the ideological and political content of the creative practice, forming a complete set of thematic unit teaching content, so that students can learn ideology and politics in a more comprehensive, systematic and in-depth manner.
In order to improve the representativeness and reliability of the research data, the samples selected for this questionnaire survey not only include college students from different provinces, but also cover college students from different colleges and universities with different grades and majors. After eliminating invalid questionnaires, 650 referable samples were obtained. The statistical results are shown in Table 4.
The results of the education and the integration of education
| Question | Options | Proportion | Question | Options | Proportion |
|---|---|---|---|---|---|
| You think that aesthetic education is effective in improving the effectiveness of college students’ ideological and political education | Very obvious | 0.1175 | Do you think that the content of aesthetic education is more infectious than the content of the ideological and political education | Feeling resistance | 0.741 |
| More obvious | 0.602 | General | 0.085 | ||
| general | 0.1622 | No appeal | 0.074 | ||
| Not obvious | 0.081 | Unacquaintance | 0.01 | ||
| No effect | 0.0373 |
Due to the traditional ideological and political education of college students often take “teachers say students listen” indoctrination teaching, the students’ subjective position is greatly weakened, resulting in college students’ ideological and political education is not highly recognized. And aesthetic education focuses on moving people with beauty and emotion, and integrating it into ideological and political education can deepen college students’ understanding and awareness of ideological and political education, which is conducive to enhancing college students’ sense of access to ideological and political education. At the same time, the integration of aesthetic education can also enhance the enthusiasm and initiative of college students to learn the theory of ideological and political education, so as to strengthen the identity of college students for ideological and political education. On the question of “what do you think is the effect of aesthetic education on improving the effectiveness of college students’ ideological and political education”, 16.22% of the college students said that the effect was average, 60.2% and 11.75% of the college students thought that the effect was relatively obvious and very obvious, 8.1% of the college students thought it was not very obvious, and 3.73% of the college students thought that it was not effective. It can be seen that integrating aesthetic education into ideological and political education is an important way to improve the effectiveness of ideological and political education for college students. In this process, college students can continuously broaden their aesthetic and cultural horizons, and enhance their sense of identification with ideological and political education through appreciation and experience.
Aesthetic education has the characteristics of emotion and pleasure, and the integration of aesthetic education into the ideological and political education of college students can make up for the shortcomings of ideological and political education which is too theoretical, and effectively enhance the attractiveness and infectious force of ideological and political education of college students. In response to the question “Do you think that the content of the ideological and political education after the integration of aesthetic education is more contagious?”, 74.1% of the college students think that the content of the ideological and political education after the integration of aesthetic education is more contagious, 7.4% of the college students say no, and 1% of the college students say they don’t have any feeling. This shows that the integration of aesthetic education is conducive to effectively enhancing the infectious force of ideological and political education for college students. Specifically, on the one hand, the emotional experience of college students is richer. As a special kind of implicit education, aesthetic education can enrich and enhance the spiritual world of college students in a subtle way, enhance the ideological consensus and emotional resonance of college students with the interest and experience of beauty, and promote the ideological and political education of college students to glow with new vitality and vigor. On the other hand, the relationship between teachers and students is more harmonious and cordial. The integration of aesthetic education in the ideological and political education of college students helps ideological and political educators pay more attention to their own inner beauty and outer beauty, and constantly improve their comprehensive quality. It also helps to strengthen the communication between teachers and students, bring them closer together, and promote the effect of ideological and political education to be better played. In short, adding aesthetic elements to ideological and political education plays an important role in enhancing the infectious power of ideological and political education.
Through understanding the theoretical foundation of deep learning, this paper proposes a practice model of deep learning in art teaching in colleges and analyzes the integration path of aesthetic education and ideological and political education of college students. Using questionnaires and other methods, the practice model and the results achieved in the integration process are summarized and sorted out. The results show that the deep learning practice teaching model can cultivate students’ habits of independent learning before class. It enhances students’ enthusiasm and initiative in the classroom, and improves the cooperation between teachers and students from the beginning. Most of the students will also actively discuss and integrate their knowledge after class, thus promoting their transfer and application abilities. More than 60% of the students think that aesthetic education is very effective in improving the effectiveness of ideological and political education for college students. It also plays an important role in promoting the content of education to be more infectious.