A Study on the Value Reconstruction and Implementation Pathways of Dance Aesthetic Education in Higher Education Institutions: Taking Inner Mongolia Universities as an Example

A Study on the Value Reconstruction and Implementation Pathways of Dance Aesthetic Education in Higher Education Institutions: Taking Inner Mongolia Universities as an Example

Jianxing Shi¹

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¹ Baotou Teachers’ College, BaoTou 014030, Inner Mongolia, China

EIR 2025 , 3(6), 8–13; https://doi.org/10.18063/EIR.v3i6.662

© 2025 by the Author. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

Abstract

As institutions of higher education in an ethnic region, dance education in Inner Mongolia universities not only fulfills artistic educational functions but also shoulders the vital mission of preserving ethnic culture and fostering aesthetic education. A dance aesthetic education model centered on "emotional experience—aesthetic cognition—cultural identity" facilitates exploration of dance education's positioning, value reconstruction, and implementation pathways within Inner Mongolia's higher education aesthetic framework. This approach propels the transformation of aesthetic education from "skill-oriented" to "value-oriented" approaches, providing theoretical foundations and practical pathways for reforming aesthetic education in higher education institutions.

Keywords

Value Reconstruction

Implementation Pathways

Dance

Aesthetic Education

Funding

The “14th Five-Year Plan” for Education Science in Inner Mongolia for the Year 2023: Research on the Dance Education Path in Inner Mongolia Universities from the Perspective of the Construction of the Chinese Ethnic Community in the New Era (Project No.: NGJGH2023316).

References

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