The Formation and Development of China's Art Education System: A Study Based on Historical Context and Policy Practice

Abstract

Taking the historical evolution of China's art education system as the main line, combined with policy changes, educational practice and cultural context, this paper divides its development process into four core stages: Modern Germination (1901-1949), Transformation and Adjustment (1949-1978), Recovery and Expansion (1980s-1990s), and Deepened Reform (2000-present). By systematically sorting out the foundational practice of Cai Yuanpei's thought of "aesthetic education replacing religion", the localization adaptation of the Soviet teaching model, the academic system innovation of early new-style art schools, and the dynamic adjustment of policies in different periods, this study deeply analyzes the transformation logic of China's art education system from the traditional master-apprentice system to the modern classroom teaching system, from elite training to popularization, and from a single style orientation to diversified and innovative development. Based on the core data and cases of 10 authoritative literatures, the research confirms that policy orientation and cultural integration are the core driving forces for the system's evolution, while digital transformation, interdisciplinary integration and educational equity constitute the key issues of contemporary reform.