Intangible Cultural Heritage Teaching and Construction of Cultural Confidence from the Perspective of Self-adjustment Aesthetics and Inner Aesthetics: A Case Study of Ethnic Preparatory Writing Instruction at Guangxi Minzu University

Yingying Xu

doi:10.70088/x51yv641

Authors

Yingying Xu School of Humanities, Shanghai Normal University, Shanghai, China Author

DOI:

https://doi.org/10.70088/x51yv641

Keywords:

self-adjustment aesthetics, inner aesthetics, cultural heritage, ethnic education, writing instruction, cultural confidence

Abstract

Based on Professor Wang Jianjiang's foundational theories of Self-adjustment Aesthetics and Inner Aesthetics, this paper constructs a comprehensive and systematic practical framework for teaching intangible cultural heritage (ICH) writing within the context of ethnic preparatory education. The study demonstrates that the application of Self-adjustment Aesthetics, operating through the structured pedagogical pathway of "form deconstruction, meaning reconstruction, and innovative expression," effectively enhances preparatory students' cultural cognitive abilities and advanced writing proficiency. Furthermore, the integration of Inner Aesthetics facilitates a profound aesthetic sublimation, guiding students from mere skill observation to deep spiritual resonance. This transformative process plays a crucial role in fostering robust cultural confidence and stimulating innovative thinking among learners. Through the implementation of the innovative "4+4+2" teaching system and the strategic "three-layer writing scaffolding" method, the seamless integration of ICH skill transmission and the cultivation of an enduring cultural spirit is successfully achieved. This research provides a highly replicable and scalable teaching paradigm tailored for ethnic education programs. It explores a distinctive and effective pathway for higher education institutions to actively serve and preserve local cultural heritage. Consequently, this approach not only expands the connotative dimensions and academic depth of ethnic education but also offers a highly actionable practice plan for the living transmission and contemporary relevance of ICH. Ultimately, this study holds positive exemplary significance for promoting the creative transformation and innovative development of fine traditional Chinese culture in modern educational settings.

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