Exploring a “Knowledge–Belief–Action” integrated pathway for moral education in higher education: a case study of Appreciation of Traditional Chinese Artefacts
基于“知信行统一”的高校美育课程思政路径研究——以《中国传统器物美学鉴赏》为例

摘要

本研究依托深圳职业技术大学《中国传统器物美学鉴赏》课程，探讨在新时代美育改革背景下构建“知信行统一”的课程思政路径。课程以器物美学与非遗教育为载体，通过系统知识建构、价值引领与社会实践相结合，实现学生文化认同、审美能力与创新素养的协同提升。研究表明，课程在促进非遗活化、强化文化自信、拓展第二课堂实践及推动美育改革等方面取得显著成效，为高校构建“大美育”与“三全育人”体系提供了可推广模式。

Abstract

This study draws on the course Appreciation of Aesthetics in Traditional Chinese Artefacts at Shenzhen Polytechnic University to explore the construction of a “Knowledge–Belief–Action” integrated pathway for moral education within the context of contemporary reforms in higher education aesthetics. Using artefact aesthetics and intangible cultural heritage (ICH) education as key carriers, the course integrates systematic knowledge building, values-based guidance, and socially oriented practice to enhance students’ cultural identification, aesthetic competence, and innovative capacities in a coordinated manner. The findings indicate that the course has achieved significant outcomes in promoting the revitalisation of ICH, strengthening cultural confidence, expanding second-classroom practice, and advancing aesthetic education reform. The study provides a replicable model for universities seeking to establish a comprehensive “holistic aesthetic education” framework and to advance the “all-round education” mechanism.