民俗美育浸润法：三全育人视域下民办高校美育协同育人实践路径

The Infiltration Method of Folk Aesthetic Education: A Practical Path for Collaborative Education in Aesthetics in Private Universities from the Perspective of Three-Aspects Education

摘要: 在“三全育人”综合改革与新时代学校美育工作深化的双重背景下，民办高校美育工作面临价值引领碎片化、传统文化认知表层化、与专业及思政教育分离化等现实困境。本文以上海视觉艺术学院的实践探索为个案，以校级金课《中国民俗与文化传承》为核心载体，系统构建了“课程教学、实践活动、校园文化、艺术展演”四位一体的民俗美育浸润模式。研究通过理论创新，提出了“文化解码–价值引领–生态优化”三维理论框架；通过模式创新，形成了“课堂理论 + 田野实践 + 文创转化 + 展演传播”的双课堂融通育人体系；通过生态创新，构建了“专业赋能–思政引领–社会协同”的三全育人长效机制。实践表明，该路径有效破解了美育与思政教育、专业教育间的结构性矛盾，显著提升了学生的文化认同感、审美创造力与综合素养，为民办高校美育改革提供了可复制、可迭代的实践范式。

Abstract: Against the backdrop of the comprehensive reform of “Three-Aspects Education” and the deepening of aesthetic education in schools in the new era, aesthetic education in private universities faces practical challenges such as fragmented value guidance, superficial understanding of traditional culture, and disconnection from professional and ideological and political education. Taking the practical exploration of Shanghai Institute of Visual Arts as a case study and the top-quality course “Chinese Folklore and Cultural Heritage” as the core vehicle, this paper systematically constructs a four-in-one infiltration model of folk aesthetic education integrating “course teaching, practical activities, campus culture, and artistic performances”. Through theoretical innovation, the study proposes a three-dimensional theoretical framework of “cultural decoding-value reconstruction-ecological optimization”; through model innovation, it forms a dual-classroom integrated education system of “classroom theory + field practice + cultural and creative transformation + exhibition and communication”; through ecological innovation, it establishes a long-term mechanism for Three-Aspects Education characterized by “Party construction coordination, professional empowerment, ideological and political guidance, and social collaboration”. Practice has shown that this path effectively resolves the structural contradictions between aesthetic education, ideological and political education, and professional education, significantly enhancing students’ cultural identity, aesthetic creativity, and comprehensive quality, thereby providing a replicable and iterable practical paradigm for the reform of aesthetic education in private universities.