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Connotation and Contemporary Value of Ecological Art Education under the Background of Integration of Industry and Education

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DOI: 10.23977/trance.2024.060311 | Downloads: 12 | Views: 210


Fanyu Meng 1


1 School of Art, Zhejiang Yuexiu University, Shaoxing, Zhejiang, China

Corresponding Author

Fanyu Meng


"Ecological art education" is a representative aesthetic education concept. This paper aimed to study the content and contemporary value of ecological art education in the context of integration of industry and education. It was proposed to use decision tree algorithm and association rule algorithm to study ecological art education under big data technology. The timeliness evaluation method of industry education integration was used to evaluate before and after the implementation of industry education integration. In the experiment, it was learned that the teaching level of art teachers was divided into four levels. Before the implementation of the policy of integration of production and teaching, 117 sophomores, 97 junior students and 91 senior students felt that the level of teachers in the school was not enough, still at the middle level, and their professional ability was poor. After the implementation of the policy of integration of production and education, 131 sophomores, 124 junior students and 148 senior students believed that the teaching level of teachers in the school was excellent. It can be seen from this part of data that after the implementation of the policy, the school has strengthened school enterprise cooperation, which has improved the quality of teachers' teaching level. The experimental results showed that the experimental methods selected in this paper were effective in the research of ecological art education.


Ecological Art Education, Decision Tree Algorithm, Integration of Production and Education, Association Rule Algorithm


Fanyu Meng, Connotation and Contemporary Value of Ecological Art Education under the Background of Integration of Industry and Education. Transactions on Comparative Education (2024) Vol. 6: 70-81. DOI:


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