The Multidimensional Connotation of Cognitive Engagement in Aesthetic Education and Teaching Promotion Strategies
DOI:
https://doi.org/10.54097/za65ww47Keywords:
Aesthetic Education, Cognitive Engagement, Multidimensional Connotation, Teaching Strategies, Aesthetic CognitionAbstract
The core value of aesthetic education lies in the collaborative cultivation of skills and cognitive abilities, and cognitive engagement is a key indicator for measuring its effectiveness. Its connotation covers the initiative of artistic perception, the depth of work comprehension, the transferability of aesthetic experience, the independence of artistic criticism, and the correlation of creative expression. The current aesthetic education has problems such as emphasizing skills over cognition, and single teaching methods, which restrict the improvement of cognitive engagement. This article is based on the *Compulsory Education Art Curriculum Standards (2022 Edition)* and frontline teaching research, sorting out the multidimensional connotation of cognitive engagement, analyzing teaching difficulties, and proposing strategies from the aspects of goal optimization, method innovation, and evaluation improvement. The implementation of these strategies can help teachers adjust their teaching focus, enabling students to not only master skills through art learning, but also form habits of active cognition, effectively promoting aesthetic education from formalization to in-depth development, and providing reference for the implementation of aesthetic education goals.
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