Practice and Reflection on the Innovation of Aesthetic Education Classrooms Empowered by STEAM
Pengyaoyao

Tianjin Yinghua Experimental School, Tianjin，301700;

Abstract：Aesthetic education, as an integral part of holistic education, plays an irreplaceable role in cultivating students’ moral character and core competencies. However, traditional aesthetic education classrooms face limitations in terms of content, methods, and assessment, making it difficult to meet the needs of students’ creativity and overall quality development. The STEAM educational concept—characterized by the integration of Science, Technology, Engineering, Arts, and Mathematics—emphasizes interdisciplinary integration and inquiry in real-world contexts, aligning with the innovative direction of aesthetic education in the new era. Based on an overview of the theoretical foundations of both aesthetic education and STEAM, this paper analyzes practical cases from home and abroad, explores the innovative paths and effects of STEAM-empowered aesthetic classrooms, and proposes countermeasures to the challenges encountered. The findings reveal that STEAM significantly enhances the diversification, practicality, and innovation of aesthetic education classrooms in aspects such as teaching objectives, classroom organization, curriculum resources, and evaluation mechanisms. Nevertheless, challenges remain, including insufficient teacher competence, underdeveloped curriculum systems, and inadequate evaluation tools. The paper concludes by suggesting measures such as curriculum integration, teacher training, technological support, and institutional safeguards to promote the deep integration of STEAM and aesthetic education, providing insights for the innovation of aesthetic education in practice.

Keywords：STEAM education; aesthetic classroom; interdisciplinary integration; innovative practice; educational reflection

References

[1] Zhou, J., & Zhou, Q. (2024). Exploring the core of STEAM high school music curriculum through the lens of multiple intelligences theory: Integration based on the new era’s educational philosophy. China Music Education, (08), 86–94.

[2] Li, H. L., Cheng, Y., & Li, X. F. (2024). Enhancing comprehensive literacy through aesthetic education immersion: STEAM teaching as a facilitator of subject integration. In Proceedings of the 2024 “Aesthetic Immersion · Empowering the Future” Academic Forum (pp. 316–326). Beijing No.171 Middle School Affiliated Qingnianhu Primary School. https://doi.org/10.26914/c.cnkihy.2024.034358

[3] Lin, H. (2023). Research on teaching design of “Integration and Practice” in junior high school mathematics under the STEAM educational concept [Master’s thesis, Zhejiang Normal University]. https://doi.org/10.27464/d.cnki.gzsfu.2023.000552

[4] Yang, Y., & Tan, Y. N. (2022). The impact of STEAM-based paid knowledge services on adolescents’ deep learning behavior and its support strategies. Journal of Chengdu Normal University, 38(10), 26–36.

[5] Pei, X. Y. (2022). Research on the brand design of the “Qihui” rural primary school aesthetic curriculum based on STEAM [Master’s thesis, Wuhan Polytechnic University]. https://doi.org/10.27776/d.cnki.gwhgy.2022.000305