Research On The Path Of Integrating Aesthetic Education Concept Into Middle School Fine Arts Curriculum Under The Background Of Culture-moisturize Xinjiang ——Take K City As An Example

Following the third Central Symposium on Xinjiang held from September 25 to 26,2020,General Secretary Xi Jinping put forward the important discussion of "CultureMoisturize Xinjiang",which pointed out the direction for Xinjiang’s cultural construction and is also the fundamental follow and guide for Xinjiang’s construction of socialism with Chinese characteristics in the new era.The core of carrying out the Culture-Moisturize Xinjiang is to cultivate core socialist values,maintain and strengthen the sense of community of the Chinese nation,and also the significance of carrying forward the fine traditional Chinese culture.Middle school art curriculum is one of the effective ways to cultivate talents needed in the 21 st century.Through the integration of aesthetic education concept,the four dimensions of middle school art curriculum are further enriched and improved,which is conducive to promoting the best education effect of middle school art curriculum.First of all,through the literature research method of Culture-Moisturize Xinjiang,aesthetic education concept,middle school art curriculum and other related content of a preliminary comprehensive study.Secondly,through the questionnaire collection and feedback of middle school art teachers,understand and investigate the status quo of middle school art curriculum in K City;Third,through the induction of data information,analyze the internal and external factors that affect the development of middle school art curriculum in K City.Among them,the internal limiting factors are mainly reflected in the opening of art courses,teaching ideas,teachers,aesthetic education ideas and so on.The lack of external factors is mainly manifested in regional development,campus aesthetic education environment,five education,aesthetic education practice and so on.Fourth,through case analysis combined with the teaching practice of middle school fine arts curriculum for further research.Finally,relying on the core meaning of Culture-Moisturize Xinjiang and taking the concept of aesthetic education into the art curriculum of K City middle school as the main path,the design is explored from the four dimensions of curriculum objectives,curriculum content,curriculum implementation and curriculum evaluation.At the same time,it further analyzes and discusses the aesthetic education culture atmosphere in the middle school campus,the study in the field of art curriculum,the aesthetic education quality of art teachers and the perfection of the personality of middle school students,so as to integrate the aesthetic education idea into the middle school art curriculum and promote the comprehensive and individual development of middle school students.Based on this,under the background of Culture-Moisturize Xinjiang,guided by national policies and guidelines in the new era,from the perspective of middle school fine arts curriculum research in K City,the implementation path of aesthetic education is explored,the dimension of fine arts curriculum is focused,and the connotation of aesthetic education concept is explored,so as to inherit and carry forward the excellent traditional Chinese culture.Integrating the concept of aesthetic education into the art curriculum of middle school in K City not only effectively promotes the improvement of the overall quality of middle school students in K City,but also meets the needs of strengthening the cultural undertakings in Xinjiang in the new era.