| Abstract |
In the digital era, AIGC technology has brought new opportunities and changes to aesthetic education, and AIGC technology generates text, images, audio, video and other contents through artificial intelligence, showing a wide range of application prospects in the field of aesthetic education. In terms of typical application scenarios, virtual art museums can be constructed with the help of AIGC technology. By combining virtual reality (VR), augmented reality (AR) and AIGC, artworks from all over the world are digitised and presented in virtual space. In the personalised creation feedback scenario, AIGC is able to analyse students artistic creations, such as paintings, writings and musical works, using algorithms to analyse their styles, creativity, skills and other aspects, and give them targeted evaluations and suggestions for improvement. In the case of painting, the relevant AIGC system can analyse the lines and colour combinations and provide optimisation directions, helping students to improve their creative abilities and achieve personalised aesthetic growth. However, the application of AIGC technology also brings many challenges. On the ethical level, there are problems such as blurring the copyright of content and the dissemination of false information; on the educational level, it may lead to over-reliance on the technology by students, which may weaken their own thinking and creativity. To this end, a series of core countermeasures are needed. In terms of policy regulation, the government and the education sector should formulate relevant laws and regulations, clarify the copyright rules of AIGC-generated content, and regulate the dissemination of content to ensure a healthy and orderly aesthetic education environment. At the same time, the improvement of teachers quality is crucial. Teachers need to improve their understanding and application of AIGC technology, guide students to use AIGC tools correctly, and avoid over-dependence; they also need to enhance their own aesthetic education ability, and with the assistance of AIGC, better play a leading role in guiding students aesthetics and cultivate students critical thinking and creativity, so as to make AIGC technology become a powerful enabler of aesthetic education instead of a tool for replacing aesthetics perception and creation of human beings. AIGC technology will become a powerful enabler of aesthetic education rather than a substitute for human aesthetic perception and creation.
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