Construction of a Frustration-Aesthetic Model for Daily Aesthetic Education in Classunder the Utilitarian Education Dilemma
LAN Fang
(Chongqing No.1 Secondary School, Chongqing 400030)
Abstract: In primary and secondary education, instrumental rationality and outcome-oriented evaluation fosterutilitarian cognition, driving students to prioritize external success over inner growth. Aesthetic education throughadversity can counter this by breaking win-loss and outcome-only biases through controlled adversity experiencesthat cultivate character. Yet few studies provide a hierarchical, practical framework for such education via classactivities. Grounded in the integration of the Five Educations and aesthetic immersion, the research constructs athree-stage, three-dimensional class aesthetic education model that incorporates adversity mechanisms. It establishesa regular implicit implementation system to advance integrated education at the class level, offering theoretical andpractical support for class teachers to carry out daily aesthetic education and moral cultivation.
Keywords: class teacher management; aesthetic education in primary and secondary schools; integration of moral,intellectual, physical, aesthetic and labor education; aesthetic literacy
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