There have been a lot of achievements in the research and practice of aesthetic education courses in colleges and universities, but there are still some negligence, especially the research on aesthetic education courses ignores the current situation of the implementation of aesthetic education in primary and secondary schools, which can easily lead to the separation of aesthetic education in colleges and universities from the foundation of students' physical and mental development and actual needs. The purpose of this paper is to discuss what is the comprehensive aesthetic education curriculum aiming at achieving the goal of aesthetic education, what construction principles should be followed in setting up the comprehensive aesthetic education curriculum, and the specific construction system of the curriculum. The article proposes to design the course content of aesthetic education, take the theory of knowledge value, advanced theory of knowledge and the level of aesthetic physical and mental experience as the screening criteria, and take the basic knowledge of aesthetics and art, professional and cross-border aesthetic laws as the main content. It forms a pyramid-like curriculum structure, the tower base is for the compensation of basic aesthetic education courses, the tower body is for the development of higher education aesthetic education courses, and the spire is for the development of aesthetic life. The experimental results show that the main type of art training college students receive is school education, followed by off-campus remedial classes and self-study. Among them, the proportion of self-study is 31.6%. The main purpose of college students' art training is to enrich their extra-curricular life and improve their aesthetic ability. 8.1% of college students received artistic training due to parental or higher education requirements.

Zhifang Shi, Yongkang Shi. Construction of Aesthetic Education System from the Perspective of Aesthetic Modernity Based on Digital Twin Technology. International Journal of New Developments in Education (2026), Vol. 8, Issue 5: 64-69. https://doi.org/10.25236/IJNDE.2026.080509.

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