Research on the Construction of a Blended Teaching Evaluation System for Aesthetic Education Courses in Primary School Art Classes

Abstract

As an important carrier of aesthetic education courses, primary school art education plays a crucial role in promoting students’ holistic development through innovations in teaching models and the improvement of evaluation systems. This study first analyzes the characteristics of aesthetic education courses in primary school art and their compatibility with a blended teaching evaluation system. It then explores the logic and principles underlying the reconstruction of evaluation paradigms. Based on this, a “four-step” construction pathway is proposed, featuring conceptual primacy, content orientation, methodological empowerment, and subject collaboration. Furthermore, implementation guarantees for the system are clarified. Ultimately, a multi-dimensional and dynamic evaluation system is constructed to provide a solid basis for improving the quality of blended teaching in primary school aesthetic education.