A Study on the Mechanism of Aesthetic Perception Construction through Integrating Local Resources into Art Appreciation Education in Rural Kindergartens

Abstract

Against the backdrop of rural revitalization and the heightened emphasis on cultural transmission in the new era of school aesthetic education, local resources hold unique value for preschool aesthetic education in rural areas. However, art appreciation education in rural kindergartens currently faces a widespread dilemma characterized by the “presence of resources yet absence of aesthetic engagement.” Local resources often remain at the level of material use and fail to be effectively transformed into children’s aesthetic experiences. Grounded in the theoretical perspective of place-based education, this study systematically investigates the current application and associated issues of local resources through curriculum document analysis, classroom observations, and teacher interviews conducted across eight rural kindergartens in six districts/counties of Mianyang City, Sichuan Province. The findings reveal that the core problem in practice is not a scarcity of resources but rather a lack of an effective mechanism for converting lived experiences into aesthetic perception. To address this, the study constructs a “Place-Based Mechanism Model for Aesthetic Perception Construction Based on Local Resources.” This model elucidates a continuous and dynamic process through which aesthetic perception is generated and deepened via four interconnected phases: the aesthetic framing of lived experience, integration through multi-sensory participation, motivation via emotional investment, and transformation through reflective expression. The study proposes that art appreciation education in rural kindergartens should undergo a paradigm shift from being “resource-introduction oriented” to becoming “aesthetic-construction oriented.” Furthermore, it suggests practical pathways—such as the aesthetic processing of resources, situational integration, interactive guidance, and developmental assessment—to ensure the effective operation of the proposed mechanism. This approach aims to bridge the practical gap between resource availability and aesthetic development, thereby offering theoretical insights and practical guidance for deepening early childhood aesthetic education and promoting cultural heritage in rural contexts.