Aesthetic Education and Cultural Confidence in Curriculum Ideological‑Political Reform: A Case Study of the “History of Chinese and Foreign Architecture” Course

Abstract

Against the broader context of the “grand ideological‑political education” initiative and the national aesthetic education campaign, the “History of Chinese and Foreign Architecture” course—a core foundation for design majors—carries a triple responsibility: transmitting knowledge, cultivating aesthetic sensibilities, and guiding value formation. Drawing on our teaching reform practice, this paper explores how to integrate ideological‑political education into the course from two dimensions—aesthetic education and cultural confidence. We identify four thematic pillars for embedding ideological‑political content: the legacy of China’s outstanding traditional architectural culture; the spirit of craftsmanship and patriotic commitment embodied in architectural works; cross‑cultural comparisons that reinforce cultural confidence; and the people‑centred, time‑responsive nature of architectural creation. The reform employs comparative teaching methods, on‑site surveys of local architectural heritage, and digital resource development to weave value education organically into professional instruction. Preliminary results show that the approach has strengthened students’ cultural identity and national pride, elevated their aesthetic and humanistic literacy, and offers a replicable model for integrating ideological‑political education into history‑theory courses in design disciplines.