Integration Paths of Northern Borderland Culture of Inner Mongolia into High School Fine Arts Curriculum: A Study from the Perspective of Historical Materialism

Abstract

High school art courses are key to fostering core art competencies. Integrating historical elements of Northern Borderland Culture
of Inner Mongolia into these courses offers a vital path to inherit excellent traditional Chinese culture and strengthen students' cultural identity. To address challenges like fragmented resources, teachers' inadequate interdisciplinary skills, and students' superficial understanding in
this integration, this study takes a Northern Border middle school as the practice base. Using literature, survey, and action research methods,
it systematically organizes Northern Borderland Culture of Inner Mongolia art education resources, builds a "Cultural Infiltration + Artistic
Practice" dual-track model, and puts forward three practical pathsInterdisciplinary Collaboration, Practice Empowerment, and Closed-Loop
Optimizationdriving the coordinated development of high school art education and regional cultural inheritance.