Construction and Reform of the Evaluation System for College Aesthetic Education from a Psychological Perspective

Abstract

Currently, there are problems with the imperfect curriculum system, lack of hierarchy in form, monotonous course content, low student interest in learning, and incomplete evaluation system for aesthetic education in universities. This article conducted a questionnaire survey on University A, used the Likert scale method to screen out indicators that affect the evaluation of aesthetic education, and constructed a CIPP education evaluation model. It adopted a three-level evaluation method that combined student self-evaluation, peer evaluation, and teacher evaluation, and conducts teaching experiments. Through experiments, it has been found that with the support of positive psychology, students from University A have significantly improved their aesthetic education scores, as well as their aesthetic awareness and appreciation abilities. The overall evaluation of aesthetic education in University A in the experiment is good, which is consistent with the actual situation, indicating that the model proposed in this article is effective.