Author(s)

Yaojun Zhang, Renzhen Meng

Corresponding Author

Yaojun Zhang

ABSTRACT

Facing a new round of scientific and technological revolution and industrial reform, China science technology universities try to develop emerging engineering education construction in order to cultivate diversified and innovative outstanding engineering talents. Many studies show that the cultivation of individual innovation ability cannot be separated from perceptual education represented by aesthetic education. In order to stimulate students’ innovation potential and improve the innovation ability of outstanding engineering talents, this study selected 15 high-level science technology universities in China as research objects. Through collecting, sorting out, and analyzing the “Annual Report on the Development of Art Education” and relevant aesthetic education materials of 15 science technology universities in recent five years, it is found that China’s high-level science technology universities have made great progress in the construction of aesthetic education organization, curriculum setting, teacher resources construction, system construction, aesthetic education form, and aesthetic education quality. However, at the same time, there are many problems, such as the quantity difference of aesthetic education curriculum, and lack of systematic planning of curriculum content; insufficient combination of aesthetic education idea and emerging engineering talent cultivation idea; low level of aesthetic education activity, and the breadth and depth of aesthetic education practice are needed to be improved. Aiming at these problems and combining with the goal of emerging engineering education construction, this study tries to discuss the relevant strategies to improve the aesthetic education level of high-level science technology universities from three aspects: establishing pragmatism aesthetic education view, forming aesthetic education system with professional characteristics, and constructing cooperative education mechanism of aesthetic education.

KEYWORDS

Emerging engineering education, Science technology university, Aesthetics education, Investigation and analysis