Design of College Students’ Healing Art Courses Based on Art Education Policies: Facility Support and Teaching Effectiveness Evaluation
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Abstract
In the new era, art education policies have established public art courses as an important carrier of aesthetic education and personality development. In response to prominent mental health problems among college students and the lagging construction of healing art courses, this study designs a healing art curriculum based on the Guidelines for Public Art Courses in Institutions of Higher Education. Integrating expressive art therapy theory, art psychology, Tyler’s Principles, and the CIPP evaluation model, the study uses literature research, policy analysis, questionnaire survey, interview, and case study methods to construct a curriculum framework of “policy alignment-demand orientation-modular design.” It defines facility support standards consisting of basic facilities and characteristic resources and establishes a four-dimensional teaching effectiveness evaluation system covering process, achievement, feedback, and policy adaptation. The results provide practical frameworks for universities to implement art education policies, standardize healing art courses, improve facility support, and enhance students’ emotional regulation, psychological resilience, aesthetic literacy, and comprehensive development through evidence-based artistic practice.
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