Research on Aesthetic Awakening in English Teaching for Art Students in Universities

Art students in higher education, with visual thinking and professional specificity, face dual challenges of weak English foundations and inadequate teaching adaptability. Characterized by vocabulary gaps (30% lower active vocabulary than non-art majors) and weak grammar, they struggle with traditional methods—like context-divorced vocabulary cramming and grammar drills—that mismatch their visual-thinking traits. The "aesthetic awakening" philosophy proposed here, rooted in aesthetic and constructivist theories, reconstructs teaching through three dimensions: exploring English rhythmic beauty (e.g., Shakespearean sonnet cadence) and lexical cultural metaphors (e.g., art terminology etymology) at the content level; constructing cross-cultural art dialogue scenarios (e.g., bilingual analysis of Impressionist and Chinese ink paintings) methodologically; and establishing professional creation-integrated dynamic portfolios for evaluation. This approach breaks free from the "language-as-tool" paradigm, transforming English learning into an artistic thinking extension through aesthetic experience. Beyond basic skills, it aims to achieve three-dimensional unity in linguistic knowledge, cross-cultural aesthetics, and professional practice.