Innovative Construction of Primary School Aesthetic Education Evaluation (2022 Art Curriculum)
Abstract
With the 2022 Compulsory Education Art Curriculum Standard, primary school aesthetic education enters a core literacy-oriented stage. This study, based on CIPP theory, uses literature review, questionnaire (3,741 samples from 37 Nanchong primary schools) and statistical analysis to build an evaluation system for music and art classrooms: 3 basic dimensions (teachers' teaching, students' learning, resource preparation) plus 1 characteristic dimension (students' aesthetic literacy).
Six stage-specific scales (Grade 1-2, 3-5, 6 for music/art) are compiled. Empirical tests in Nanchong show all scales have Cronbachs ? > 0.85 (max 0.969) and KMO > 0.89 (music 0.912, art 0.896), ensuring reliability and validity.
The system guides teachers to optimize teaching, tracks students literacy (aesthetic perception, etc.), supports five educations integration, and provides a replicable plan for regional aesthetic education reform.
Six stage-specific scales (Grade 1-2, 3-5, 6 for music/art) are compiled. Empirical tests in Nanchong show all scales have Cronbachs ? > 0.85 (max 0.969) and KMO > 0.89 (music 0.912, art 0.896), ensuring reliability and validity.
The system guides teachers to optimize teaching, tracks students literacy (aesthetic perception, etc.), supports five educations integration, and provides a replicable plan for regional aesthetic education reform.
Keywords
Core competencies; Primary school aesthetic education; Classroom teaching evaluation
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[1] Ministry of Education of the Peoples Republic of China. (2022). Compulsory Education Art Curriculum Standards [S]. Beijing: Peoples Education Press.
[2] Chen, J. (2024). Research on improving primary school students core art competencies in rural areas of Northwest China [J]. Gansu Education Research, (11), 126128.
DOI: http://dx.doi.org/10.70711/cle.v2i7.7617
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