# A Study on the Effectiveness of Integration of Music Aesthetic Education Based on “Internet Plus” into Ideological and Political Education in Universities

Authors: Wenfang Shen; Jianlong Chen; Congyong Xiao
Journal: Security and Communication Networks
 (2022)

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## Abstract

The high-quality development of ideological and political education in colleges and universities in the new era should focus on innovation, adherence to the concept of systematic thinking, multiparty collaborative education, accurate positioning, and promoting educational equity. On the basis of theoretical research and practical analysis, this paper examines the “current impact of music aesthetic education on college students’ ideological and political education,” integrating the music aesthetic education in the “Internet + ” era into all aspects of college students’ ideological and political education. The teaching mode of ideological and political education has greatly improved the effectiveness of students’ autonomous learning. This paper starts with investigating the current situation of ideological and political education in colleges and universities in the “Internet +” era, analyzes the necessity of integrating music aesthetic education into the research of ideological and political education in colleges and universities, and puts forward an effective and feasible way. Based on the data, this study fully explores the important role of music aesthetic education in the optimization and integration of middle school students’ ideological and political education in the “Internet  + ” era, and the emergence of new models. It can effectively improve the spiritual motivation and social responsibility of college students and set up correct life goals. It provides important innovative ideas and reference value for the effectiveness and substantive research of ideological and political education in colleges and universities.


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## Body

## 1. Introduction

College students belong to a special group whose ideological and moral system is not yet stable. The transformation from high school life to university campus life is not only the change of life and learning style, but also the change of ideological spirit. This makes college students in the face of such a complex environment from high school life to college, and their ideas are prone to great changes, which is easy to cause ideological and moral crisis. Ideological and political education is an important aspect of higher education, which is related to the training of national talents and the development of the country. The following have become issues of which college teachers need to think deeply: What kind of people to cultivate and for whom to cultivate talents? How to pay attention to moral construction and talent training? How to carry out ideological and political education in the process of education and teaching? And how to ensure the full process and all-round realization of education. With the advent of the “Internet + ” era, people’s life, study, work, and social interaction have changed. The flexibility and convenience of the Internet make people rely on it more and more. “Internet + ” cross-border integration, restructuring, innovation, open ecology, respect for humanity, and connecting everything have made all industries face transformation and upgrading, and higher education is no exception. College students are the main force using the “Internet.” The Internet has brought many conveniences to college students’ life and learning, but it can also have a negative impact on college students’ outlooks and physical and mental development [1]. This is both an opportunity and a challenge. Looking at the current situation of music teaching in higher vocational colleges, great changes have taken place in the concept, method, and content of music teaching. This is not the result of the influence of a certain factor, but the effective integration of multiple factors. The role played by the introduction and application of Internet technology should not be underestimated [2]. How to seize the development opportunity, innovate methods, improve working ability, and optimize the educational effect has become an important research topic for every higher education worker.


## 2. Currently Taught Ideologies and Politics in Colleges during the Age of “Internet Plus”

Therefore, the author used a questionnaire survey to explore the impact of music aesthetic education on students’ ideological and political education in the “Internet + ” era. It contains 29 questions: 23 multiple-choice questions, 5 multiple answers, and 1 short answer. The electronic questionnaire is distributed through the Internet platform, and college students scan the QR code to answer questions. A total of 2000 freshmen of 2021 were randomly selected from universities and colleges across the country. There were 1246 boys and 754 girls, aged 17–19 years, with an average age of (18 ± 0.4) years. 1388 valid questionnaires were finally collected. Among the respondents, the freshmen who want to receive education and teaching should be able to actively cooperate and give timely feedback on the basis of their own consent. Among them, ordinary undergraduates account for 19.74%, and higher vocational students account for 80.26%, including 57.85% in Chongqing and 42.15% in other provinces and cities. There are differences among these students in majors and grades. The major of literature and history is the highest, accounting for 48.05%, followed by science and engineering, accounting for 30.69%, and the rest are arts, sports, and economic management, accounting for 21.26% (see Figure1). The detailed survey data laid a solid foundation for the smooth progress of this study.Figure 1
Type of respondents’ specialties.


### 2.1. Present Situation of University Students Paying Attention to the Music Aesthetic Education

According to the statistical questionnaire, it is found that college students' interest in music aesthetic education is as follows: first, 55.69% of all the respondents have heard the word “music aesthetic education,” while 44.31% have never heard of it. Second, 47.98% of the students believed that red classical music could be the carrier of music aesthetic education, followed by classical music accounting for 24.28%, and pop music accounting for only 10.59%. Third, the Internet was the main method of obtaining music for university students, with 65.06% and 51.8% of the students paying attention to popular music and red classical music, respectively, and most of them liked solo and chorus, and 56.27% were willing to show music in the form of singing. Fourth, the attention to music aesthetic education was mainly attributed to the beauty or characteristics of music (Figure2). More than 70% of the students believed that music aesthetic education could enrich daily leisure and recreational activities, promote physical and mental health, and spread positive social energy. Fifth, 55.26% of the respondents’ parents voluntarily support and encourage their children to learn music and aesthetic education, and only 1.15% of the students’ families opposed it. In conclusion, the attention of the university students to music aesthetic education is universal, and they have unique cognition and opinion. Most students think that music aesthetic education can help their growth and life, and it has a good effect.Figure 2
Reasons for respondents’ attention to music aesthetic education.


### 2.2. Educated University Students’ Current Ideological and Political Status

On a daily basis, ideological and political courses have a lower attendance rate than professional courses, which is primarily because the ideological and political course is single in form and method with important but boring contents, so the students do not pay enough attention to it and have perfunctory attitude towards it. In consideration of this phenomenon, the author conducted a survey of many universities and found that 27.81% of the 1388 respondents liked the ideological and political education course offered by their universities very much, and 40.2% said they liked it; however, one-third of the respondents expressed that they “generally like” and “ do not much like” or even “strongly dislike” ideological and political education course (see Figure3). A quarter of the students said that they would attend the class if the teacher would call the roll, and they would listen to the class if it was interesting; otherwise, they were just hogging off in the class. Hence, more than 30% of students have expressed unhappiness with the current ideology and politics instruction, particularly due to its one-form and routine approach, so it has become the breakthrough and focus for us to increase the effectiveness of this education.Figure 3
How much the respondents like the ideological and political courses offered by their universities.


## 2.1. Present Situation of University Students Paying Attention to the Music Aesthetic Education

According to the statistical questionnaire, it is found that college students' interest in music aesthetic education is as follows: first, 55.69% of all the respondents have heard the word “music aesthetic education,” while 44.31% have never heard of it. Second, 47.98% of the students believed that red classical music could be the carrier of music aesthetic education, followed by classical music accounting for 24.28%, and pop music accounting for only 10.59%. Third, the Internet was the main method of obtaining music for university students, with 65.06% and 51.8% of the students paying attention to popular music and red classical music, respectively, and most of them liked solo and chorus, and 56.27% were willing to show music in the form of singing. Fourth, the attention to music aesthetic education was mainly attributed to the beauty or characteristics of music (Figure2). More than 70% of the students believed that music aesthetic education could enrich daily leisure and recreational activities, promote physical and mental health, and spread positive social energy. Fifth, 55.26% of the respondents’ parents voluntarily support and encourage their children to learn music and aesthetic education, and only 1.15% of the students’ families opposed it. In conclusion, the attention of the university students to music aesthetic education is universal, and they have unique cognition and opinion. Most students think that music aesthetic education can help their growth and life, and it has a good effect.Figure 2
Reasons for respondents’ attention to music aesthetic education.


## 2.2. Educated University Students’ Current Ideological and Political Status

On a daily basis, ideological and political courses have a lower attendance rate than professional courses, which is primarily because the ideological and political course is single in form and method with important but boring contents, so the students do not pay enough attention to it and have perfunctory attitude towards it. In consideration of this phenomenon, the author conducted a survey of many universities and found that 27.81% of the 1388 respondents liked the ideological and political education course offered by their universities very much, and 40.2% said they liked it; however, one-third of the respondents expressed that they “generally like” and “ do not much like” or even “strongly dislike” ideological and political education course (see Figure3). A quarter of the students said that they would attend the class if the teacher would call the roll, and they would listen to the class if it was interesting; otherwise, they were just hogging off in the class. Hence, more than 30% of students have expressed unhappiness with the current ideology and politics instruction, particularly due to its one-form and routine approach, so it has become the breakthrough and focus for us to increase the effectiveness of this education.Figure 3
How much the respondents like the ideological and political courses offered by their universities.


## 3. The Importance of Infusing Aesthetic Education into University Ideologies and Politics

Over time, music aesthetic education in colleges and universities has become more and more important. Its receptivity and subtle transmission make music aesthetic education gradually become an important way and means of ideological and political education [3]. Since the global spread of coronavirus disease in 2019, “Internet + education” has appeared more and more frequently in students’ study and life. Different from traditional classroom teaching, “Internet + education” adopts Internet teaching mode and various learning and teaching software, and most of the courses are presented in the form of on-site teaching or recording teaching [4]. To some extent, this subversion of traditional teaching methods has greatly promoted the sharing of educational resources and the growth of educational equity. Next, the author will elaborate the necessity of integrating music aesthetic education into ideological and political education from three aspects. It highlights the importance and necessity of music aesthetic education in higher education.


### 3.1. The Positive Effect of Music Aesthetic Education on Ideological and Political Education

In recent years, various film and television works and music have changed significantly, and some college students' daily leisure and entertainment mainly rely on online film and television dramas, pop music, and other related content, and this series of works often involve various red cultures or red music. Colleges and universities have also found that music works with distinctive red culture play an important role in improving their political literacy. Music aesthetic education is a social activity that takes music art as its content and means to carry out aesthetic education for primary school students and promote psychological purification and sound personality construction. The aesthetic function of music art can be divided into three types: entertaining, emotional, and social. Music has a strong educational function. The derivation and application of music aesthetic education have also opened up a new way for colleges and universities to implement ideological and political education [5].


#### 3.1.1. Music Aesthetic Education’s Entertainment Role Increases Interest in Ideological and Political Education

The typical way of political and ideological education in colleges and universities is to take teachers as the center and students learn and absorb content independently. The teaching form is single and the classroom atmosphere is monotonous, which makes students feel bored in class. However, if we no longer carry out the emotional rendering of “cramming education” and “one-person show” in the traditional ideological and political classroom, we can break this situation but improve the interest of the ideological and political classroom by integrating music aesthetic education, so that students can grasp the real core of ideological and political education in music aesthetic education, so as to improve the efficiency of the ideological and political classroom. It is a unique and innovative way to meet students' psychological needs and classroom aesthetic education needs.


#### 3.1.2. Music Aesthetic Education’s Emotional Performance Fosters Pupils’ Ethics

The emotional function of music aesthetic education is mainly reflected in that teachers guide students to use music works expressing different emotions, personalities, temperament, and interests to perceive the thoughts and emotions in these works. In the past, ideological and political teachers in colleges and universities mostly used the methods of oral encouragement and story rendering to cultivate students’ moral sentiment, but it is difficult to really arouse students’ emotional resonance. In 2020, the Ministry of Education proposed to improve students’ aesthetic education in the new year and bring aesthetic education into the comprehensive evaluation and assessment system. Aesthetic education is beneficial to the development of intelligence, imagination, and creativity. In the music classroom, aesthetic education plays an important role [6]. Therefore, the author believes that, in the ideological and political class, integrating music works with the same theme and distinctive characteristics can make students feel the complex and changeable feelings of different styles in different sounds, rhythms, melodies, timbres, speeds, dynamics, and music forms, so as to directly go deep into the hearts of students and imperceptibly cultivate their moral sentiments.


#### 3.1.3. The Social Function of Music Aesthetic Education Promotes Students to Establish Correct Values

In today's society, the cultures of all ethnic groups in the world communicate with and influence each other, and multiculturalism is fiercely competitive. A university's ability to generate a correct perspective on life and values will be heavily influenced by the effectiveness of ideological and political classrooms. The analysis and interpretation of musical works can help students understand the class position and political concept behind the works, right and wrong, good and evil, and beauty and ugliness. Music aesthetic education can help children establish a positive outlook on life and values and become creators of a better life, strugglers in the new era of socialism, and pioneers of the great rejuvenation of the Chinese nation [7].


### 3.2. Expectations of University Students for Ideological and Political Education Innovation

As the “Internet Plus” era develops, the behavior, thinking, living, and learning habits of university students are closely related to the Internet. The way for students to obtain information and knowledge is very convenient, covering wide scopes. Contemporary university students grow up in a superior environment, with outstanding personalized characteristics and active subjective ideas. Under the influence of diverse cultures and thoughts, the cultivation of their life values has become a major challenge. From the perspective of students, theoretical knowledge is the premise and foundation of teaching, and conventional education is the concrete practice and important guarantee of daily teaching, which are close and supplementary to each other. As Internet technology progresses, we may blend music aesthetic training into students' traditional ideological and political education and maximize its favorable impact on political and ideological education, enabling students imperceptibly to improve their aesthetic ability while listening, feeling, and understanding music, as well as the ability to discover and create beauty, giving twice the outcomes with half the work when it comes to teaching young people good morals [8].In this survey, the author found that 17.29% of the respondents were majoring in art and sports, and about 90% had no music foundation or learning experience. 83.65% of the respondents said they were willing to integrate music aesthetic education into the ideological and political course, while 13.11% took a wait-and-see attitude (see Figure4). According to the data, it is worth noting that while two-thirds of respondents are satisfied with their colleges' ideological and political education, over four-fifths of students have high expectations for educational innovation in terms of ideology and politics, 13.11% are unsure, and the “unclear” answer essentially shows that students do not attach importance to the education, which is also worthy of our attention.Figure 4
Respondents’ attitude towards the integration of musical aesthetic education into ideological and political education.According to the research, incorporating the teaching method of music aesthetic education into the ideological and political education of colleges and universities has a good audience base; respondents generally hold that, in the “Internet Plus” era, the integration really keeps pace with the times and can be close to students' way of learning, which is the most important. Secondly, this method can break the rigid and boring ideological and political classroom atmosphere and enrich the classroom form. Furthermore, students can experience ideological and political education in a relaxed and comfortable atmosphere, while improving their overall quality. At last, active student participation enhances the efficiency of ideological and political instruction in universities. In conclusion, integrating “Internet Plus” music aesthetic education with ideological and political education in universities is vital, as it produces a new leading and action force.


#### 3.2.1. Ideological and Political Education and Music Aesthetic Education Work together to Cultivate Students’ Aesthetic Ability and Seek Common Development

Along with the continuous advance of socialist modernization with Chinese characteristics, aesthetic education is also progressing and deepening in depth and breadth. Integrating music aesthetic education into ideological and political education in universities will promote their common development and progress.This endeavor to incorporate aesthetic music education into ideological and political classrooms, as well as presenting music works expressing aesthetic feelings in the rigorous and objective ideological and political classroom, fills the ideological and political classroom with charm through music aesthetic education, so that students can be promoted and developed in areas such as aesthetics, moral sentiment, and values. Teachers share excellent music works in the ideological and political classroom, which not only achieves ideological and political education but also cultivates students' aesthetic ability and realizes the function of music aesthetic education. “Education in ideologies and politics is also enhanced, and the students' needs for music aesthetic education are met.” On the contrary, the inclusion of ideological and political education broadens the primary meaning of music aesthetic education, promoting it to a moral education. Obviously, the complementary and integrated development of aesthetic education and moral education is more conducive to student growth.


## 3.1. The Positive Effect of Music Aesthetic Education on Ideological and Political Education

In recent years, various film and television works and music have changed significantly, and some college students' daily leisure and entertainment mainly rely on online film and television dramas, pop music, and other related content, and this series of works often involve various red cultures or red music. Colleges and universities have also found that music works with distinctive red culture play an important role in improving their political literacy. Music aesthetic education is a social activity that takes music art as its content and means to carry out aesthetic education for primary school students and promote psychological purification and sound personality construction. The aesthetic function of music art can be divided into three types: entertaining, emotional, and social. Music has a strong educational function. The derivation and application of music aesthetic education have also opened up a new way for colleges and universities to implement ideological and political education [5].


### 3.1.1. Music Aesthetic Education’s Entertainment Role Increases Interest in Ideological and Political Education

The typical way of political and ideological education in colleges and universities is to take teachers as the center and students learn and absorb content independently. The teaching form is single and the classroom atmosphere is monotonous, which makes students feel bored in class. However, if we no longer carry out the emotional rendering of “cramming education” and “one-person show” in the traditional ideological and political classroom, we can break this situation but improve the interest of the ideological and political classroom by integrating music aesthetic education, so that students can grasp the real core of ideological and political education in music aesthetic education, so as to improve the efficiency of the ideological and political classroom. It is a unique and innovative way to meet students' psychological needs and classroom aesthetic education needs.


### 3.1.2. Music Aesthetic Education’s Emotional Performance Fosters Pupils’ Ethics

The emotional function of music aesthetic education is mainly reflected in that teachers guide students to use music works expressing different emotions, personalities, temperament, and interests to perceive the thoughts and emotions in these works. In the past, ideological and political teachers in colleges and universities mostly used the methods of oral encouragement and story rendering to cultivate students’ moral sentiment, but it is difficult to really arouse students’ emotional resonance. In 2020, the Ministry of Education proposed to improve students’ aesthetic education in the new year and bring aesthetic education into the comprehensive evaluation and assessment system. Aesthetic education is beneficial to the development of intelligence, imagination, and creativity. In the music classroom, aesthetic education plays an important role [6]. Therefore, the author believes that, in the ideological and political class, integrating music works with the same theme and distinctive characteristics can make students feel the complex and changeable feelings of different styles in different sounds, rhythms, melodies, timbres, speeds, dynamics, and music forms, so as to directly go deep into the hearts of students and imperceptibly cultivate their moral sentiments.


### 3.1.3. The Social Function of Music Aesthetic Education Promotes Students to Establish Correct Values

In today's society, the cultures of all ethnic groups in the world communicate with and influence each other, and multiculturalism is fiercely competitive. A university's ability to generate a correct perspective on life and values will be heavily influenced by the effectiveness of ideological and political classrooms. The analysis and interpretation of musical works can help students understand the class position and political concept behind the works, right and wrong, good and evil, and beauty and ugliness. Music aesthetic education can help children establish a positive outlook on life and values and become creators of a better life, strugglers in the new era of socialism, and pioneers of the great rejuvenation of the Chinese nation [7].


## 3.1.1. Music Aesthetic Education’s Entertainment Role Increases Interest in Ideological and Political Education

The typical way of political and ideological education in colleges and universities is to take teachers as the center and students learn and absorb content independently. The teaching form is single and the classroom atmosphere is monotonous, which makes students feel bored in class. However, if we no longer carry out the emotional rendering of “cramming education” and “one-person show” in the traditional ideological and political classroom, we can break this situation but improve the interest of the ideological and political classroom by integrating music aesthetic education, so that students can grasp the real core of ideological and political education in music aesthetic education, so as to improve the efficiency of the ideological and political classroom. It is a unique and innovative way to meet students' psychological needs and classroom aesthetic education needs.


## 3.1.2. Music Aesthetic Education’s Emotional Performance Fosters Pupils’ Ethics

The emotional function of music aesthetic education is mainly reflected in that teachers guide students to use music works expressing different emotions, personalities, temperament, and interests to perceive the thoughts and emotions in these works. In the past, ideological and political teachers in colleges and universities mostly used the methods of oral encouragement and story rendering to cultivate students’ moral sentiment, but it is difficult to really arouse students’ emotional resonance. In 2020, the Ministry of Education proposed to improve students’ aesthetic education in the new year and bring aesthetic education into the comprehensive evaluation and assessment system. Aesthetic education is beneficial to the development of intelligence, imagination, and creativity. In the music classroom, aesthetic education plays an important role [6]. Therefore, the author believes that, in the ideological and political class, integrating music works with the same theme and distinctive characteristics can make students feel the complex and changeable feelings of different styles in different sounds, rhythms, melodies, timbres, speeds, dynamics, and music forms, so as to directly go deep into the hearts of students and imperceptibly cultivate their moral sentiments.


## 3.1.3. The Social Function of Music Aesthetic Education Promotes Students to Establish Correct Values

In today's society, the cultures of all ethnic groups in the world communicate with and influence each other, and multiculturalism is fiercely competitive. A university's ability to generate a correct perspective on life and values will be heavily influenced by the effectiveness of ideological and political classrooms. The analysis and interpretation of musical works can help students understand the class position and political concept behind the works, right and wrong, good and evil, and beauty and ugliness. Music aesthetic education can help children establish a positive outlook on life and values and become creators of a better life, strugglers in the new era of socialism, and pioneers of the great rejuvenation of the Chinese nation [7].


## 3.2. Expectations of University Students for Ideological and Political Education Innovation

As the “Internet Plus” era develops, the behavior, thinking, living, and learning habits of university students are closely related to the Internet. The way for students to obtain information and knowledge is very convenient, covering wide scopes. Contemporary university students grow up in a superior environment, with outstanding personalized characteristics and active subjective ideas. Under the influence of diverse cultures and thoughts, the cultivation of their life values has become a major challenge. From the perspective of students, theoretical knowledge is the premise and foundation of teaching, and conventional education is the concrete practice and important guarantee of daily teaching, which are close and supplementary to each other. As Internet technology progresses, we may blend music aesthetic training into students' traditional ideological and political education and maximize its favorable impact on political and ideological education, enabling students imperceptibly to improve their aesthetic ability while listening, feeling, and understanding music, as well as the ability to discover and create beauty, giving twice the outcomes with half the work when it comes to teaching young people good morals [8].In this survey, the author found that 17.29% of the respondents were majoring in art and sports, and about 90% had no music foundation or learning experience. 83.65% of the respondents said they were willing to integrate music aesthetic education into the ideological and political course, while 13.11% took a wait-and-see attitude (see Figure4). According to the data, it is worth noting that while two-thirds of respondents are satisfied with their colleges' ideological and political education, over four-fifths of students have high expectations for educational innovation in terms of ideology and politics, 13.11% are unsure, and the “unclear” answer essentially shows that students do not attach importance to the education, which is also worthy of our attention.Figure 4
Respondents’ attitude towards the integration of musical aesthetic education into ideological and political education.According to the research, incorporating the teaching method of music aesthetic education into the ideological and political education of colleges and universities has a good audience base; respondents generally hold that, in the “Internet Plus” era, the integration really keeps pace with the times and can be close to students' way of learning, which is the most important. Secondly, this method can break the rigid and boring ideological and political classroom atmosphere and enrich the classroom form. Furthermore, students can experience ideological and political education in a relaxed and comfortable atmosphere, while improving their overall quality. At last, active student participation enhances the efficiency of ideological and political instruction in universities. In conclusion, integrating “Internet Plus” music aesthetic education with ideological and political education in universities is vital, as it produces a new leading and action force.


### 3.2.1. Ideological and Political Education and Music Aesthetic Education Work together to Cultivate Students’ Aesthetic Ability and Seek Common Development

Along with the continuous advance of socialist modernization with Chinese characteristics, aesthetic education is also progressing and deepening in depth and breadth. Integrating music aesthetic education into ideological and political education in universities will promote their common development and progress.This endeavor to incorporate aesthetic music education into ideological and political classrooms, as well as presenting music works expressing aesthetic feelings in the rigorous and objective ideological and political classroom, fills the ideological and political classroom with charm through music aesthetic education, so that students can be promoted and developed in areas such as aesthetics, moral sentiment, and values. Teachers share excellent music works in the ideological and political classroom, which not only achieves ideological and political education but also cultivates students' aesthetic ability and realizes the function of music aesthetic education. “Education in ideologies and politics is also enhanced, and the students' needs for music aesthetic education are met.” On the contrary, the inclusion of ideological and political education broadens the primary meaning of music aesthetic education, promoting it to a moral education. Obviously, the complementary and integrated development of aesthetic education and moral education is more conducive to student growth.


## 3.2.1. Ideological and Political Education and Music Aesthetic Education Work together to Cultivate Students’ Aesthetic Ability and Seek Common Development

Along with the continuous advance of socialist modernization with Chinese characteristics, aesthetic education is also progressing and deepening in depth and breadth. Integrating music aesthetic education into ideological and political education in universities will promote their common development and progress.This endeavor to incorporate aesthetic music education into ideological and political classrooms, as well as presenting music works expressing aesthetic feelings in the rigorous and objective ideological and political classroom, fills the ideological and political classroom with charm through music aesthetic education, so that students can be promoted and developed in areas such as aesthetics, moral sentiment, and values. Teachers share excellent music works in the ideological and political classroom, which not only achieves ideological and political education but also cultivates students' aesthetic ability and realizes the function of music aesthetic education. “Education in ideologies and politics is also enhanced, and the students' needs for music aesthetic education are met.” On the contrary, the inclusion of ideological and political education broadens the primary meaning of music aesthetic education, promoting it to a moral education. Obviously, the complementary and integrated development of aesthetic education and moral education is more conducive to student growth.


## 4. Methods for Effectively Integrating Music Aesthetic Instruction into University-Level Ideological and Political Education

### 4.1. Set up a New Type of “Dynamic Ideological and Political Education”

Today, based on the realization of China's socialist modernization and the great rejuvenation of the Chinese nation, as well as the realistic background of the modernization of national governance, the study of the topic of the modernization of ideological and political education has not only the theoretical significance of strengthening the discipline construction of ideological and political education and promoting the development of ideological and political education, but also the practical significance of improving the quality of ideological and political education and promoting the construction of China's socialist ideology [9]. For the mission of building morals and cultivating individuals’ aesthetic ability, the ideological and political classroom in universities is not only the major position and channel, but also an important course, which is highly political and theoretical. Teachers' teaching methods of scripted and empty preaching seriously affect the enthusiasm of students in class. For this reason, we must change the traditional way of ideological and political education of “I say and you listen,” hold the main position of the first classroom teaching, adopt the immersive learning mode of combining theory with practice and audiovisual perception, carry out teaching work creatively, and guide students to actively participate in various teaching activities [10].Music aesthetic education, especially music works such as film and television songs and musical plays, has a natural affinity that can be long attractive to university students. In the ideological and political course, we should maximize the benefits of cross-border integration and connection of “Internet Plus” into students’ favorite materials of music and aesthetic education and increase students' attention to the political course through audiovisual perception in conjunction with teachers’ explanations of historical context and work content and then integrate ideological and political education, ideal and belief education, values cultivation, patriotism education, and so on. Through the use of rich music art forms to achieve the dynamics, integrity, and continuity of teaching content, it is possible to achieve instructional goals through interacting with students in a calm and fun classroom atmosphere.We should connect knowledge with music and inherit culture with deep love. When explaining the outline of modern history of China, teachers can connect the course contents with representative music works of each era. For example, when talking about the May 4th Movement, teachers can cut into the curriculum through the song “Patriotic Commemorative Song of the May 4th Movement,” so that students can feel the heroism of warm-blooded young people in the vigorous rhythm and experience their fighting spirit for the Chinese nation to “fight for national power externally, punish traitors internally, and reinvigorate rivers and mountains.” Teachers can also expand the lesson with the contemporary work “Journey” to commemorate the May 4th Movement, make explanations in the way that students like to hear and see, so that students' interest in learning is aroused, make the students take the initiative participation in classroom discussions, and create a vibrant classroom atmosphere, enabling students to learn ideological and political knowledge and feel patriotic enthusiasm under the influence of music, as well as improving the quality of learning in a relaxed and pleasant atmosphere. After class, teachers can also assign homework and ask students to choose a related music work to understand and learn to sing, so as to deepen theoretical understanding and strengthen the learning effect.In addition, teachers can fully tap the ideological and political elements contained in classical music works and guide students to deduce the birth of New China, the course of the Party's struggle, and touching revolutionary stories with rich art forms. It is suggested to use immersive learning methods to guide students to feel the real meaning of works and teach students not to forget the original ideals and aspirations, courageously shoulder the mission, and actively practice socialist values.


### 4.2. Attach Importance to “Music Space” and Create a New Experience of Campus Culture

In the survey, it was found that 86.89% of the respondents thought that the second classroom activity was more important, while only 3.03% held contrary opinion (see Figure5). When being asked about their favorite second classroom activities, the majority of students chose recreational and sports activities. Thus, university ideological and political educators must comprehend the second classroom's instructional role, give full play to its educational function, guide students to set up correct values as the guide, enhance their comprehensive literacy as the starting point, increase students' music aesthetic ability as an opportunity, fully mobilize music teachers, create a “music space” full of positive campus energy, and carry out music ideological and political activities in different themes and sections.Figure 5
Importance of the second classroom activity.In universities, student club involvement is an important practical base for ideological and political teaching, which can not only compensate for the limitation of content and monotonous form in class but also improve students' independent consciousness and comprehensive quality. For example, we can connect history with music and transmit energy with love. Every university has the “music talents” that are highly admired and have a wide influence among the students, by which teachers can guide students to become the “embodiment of positive energy” on campus, for example, setting up an online and offline display platform and taking a certain section of ideological and political education as the theme (such as China's development in different periods) to carry out regular activities, and inviting the “music talents” in the school as resident guests to interpret the characteristics of each era in the form of solo, chorus, musicals, and so on, in which students can watch or participate in performances or competitions, and carry out regular selection and push service to form a unique “music space.” Teachers must give full expression to the creative backbone of “music talents” depending on the way of passing on, helping, and learning from older pupils, promote the students with weak music foundation to actively participate in the second classroom, and let the students be moistened by music aesthetic education in order to cultivate the spirit of struggle and cooperation, pioneering spirit, and innovation thinking, allowing students to be nurtured by ideological and political education in a light-hearted campus environment, finally realizing the “three education” trends: the education of all employees, the education of the entire process, and the education of the entire workforce.In addition, during the building of the second classroom, universities can also fully utilize all new media functions in the “Internet Plus” era to create engaging music videos and music relay interactive activities with ideological and political education relevance in order to attract more students to participate in the classroom, through the second effective communication, further expand the influence and sense of integration, and form positive factors that can be seen everywhere around students, for example, carrying out the flash mob “My Motherland and I” on National Day, along with shooting all kinds of short music videos and publicizing them through various network platforms, so as to guide students to express their love to their motherland and deepen their patriotism and collective sense of honor.


### 4.3. Adhere to the “Two-Pronged Approach” and Expand New Channels of Teacher-Student Communication

It is the ideal goal of every educator that university students can always strengthen their ideals and beliefs, stick to the revolutionary spirit, consciously turn core values into spiritual pursuit, externalize them into practical actions, and realize the knowledge-practice integration. If the integration of aesthetic training in music into university-based political education simply means listening to music and watching videos, it is impossible to attain education's goal. Teachers should adhere to the “two-pronged” approach of teacher-student interaction atmosphere, constantly explore the inspiration of teaching and learning curriculum design, and build an ideological and political learning environment for students to “touch history, see style, and remember tradition.” In class, teachers adopt the combined method of “online and offline” teaching and infiltrate the mainstream ideology for students through well-designed cases. After class, combined with students’ learning habits, teachers skillfully use “two micros and one end” (Microblog, WeChat, and mobile client) and student clubs to enrich the way of communication between teachers and students, narrow their distance, fully smooth the dual channels of “in and after class,” and guide students to actively explore the red gene and carry forward the red spirit.In ideological and political education, teachers can take students’ interest as the teaching starting point, focus on immersion teaching, combine the contents of ideological and political course, organize a choir by theme, and fully utilize art societies’ educational role. Taking the choral arrangement of red music works as an example, music teachers are responsible for artistic guidance, while ideological and political teachers are responsible for explaining ideological and political connotations to improve students’ comprehension of the background of works, and to increase kids’ skills to interpret works. At the same time, teachers publicize and answer questions on each music work through a number of network platforms, in addition to the interaction in class, and even nourish more students of other grades. From the image of “knowledge authority” into “spiritual resonance,” teachers can better guide students to internalize ideological and political knowledge points and learning achievements into their minds and externalize them into actions.In addition, under the influence of COVID-19, high-frequency online education has reduced the educational impact of ideologies and politics. Online video software such as Rain Classroom, Tencent Conference, and QQ Conference uses online communication instead of face-to-face method, which lacks emotional experience and on-the-spot perception, thereby decreasing engagement between teachers and students. With the development of metaverse technology, teachers and students can perceive the scene of collective class in the classroom with the help of augmented reality (AR) wearable devices. Hybrid reality (MR) technology can be used to restore the real classroom environment and actual seats so that students can experience the classroom atmosphere. Through virtual reality (VR) equipment, students can go back to the revolutionary era when people sang revolutionary songs together and personally experience the revolutionary spirit of that time. The integration of virtual and actual reality opens up new channels for teacher-student communication.


## 4.1. Set up a New Type of “Dynamic Ideological and Political Education”

Today, based on the realization of China's socialist modernization and the great rejuvenation of the Chinese nation, as well as the realistic background of the modernization of national governance, the study of the topic of the modernization of ideological and political education has not only the theoretical significance of strengthening the discipline construction of ideological and political education and promoting the development of ideological and political education, but also the practical significance of improving the quality of ideological and political education and promoting the construction of China's socialist ideology [9]. For the mission of building morals and cultivating individuals’ aesthetic ability, the ideological and political classroom in universities is not only the major position and channel, but also an important course, which is highly political and theoretical. Teachers' teaching methods of scripted and empty preaching seriously affect the enthusiasm of students in class. For this reason, we must change the traditional way of ideological and political education of “I say and you listen,” hold the main position of the first classroom teaching, adopt the immersive learning mode of combining theory with practice and audiovisual perception, carry out teaching work creatively, and guide students to actively participate in various teaching activities [10].Music aesthetic education, especially music works such as film and television songs and musical plays, has a natural affinity that can be long attractive to university students. In the ideological and political course, we should maximize the benefits of cross-border integration and connection of “Internet Plus” into students’ favorite materials of music and aesthetic education and increase students' attention to the political course through audiovisual perception in conjunction with teachers’ explanations of historical context and work content and then integrate ideological and political education, ideal and belief education, values cultivation, patriotism education, and so on. Through the use of rich music art forms to achieve the dynamics, integrity, and continuity of teaching content, it is possible to achieve instructional goals through interacting with students in a calm and fun classroom atmosphere.We should connect knowledge with music and inherit culture with deep love. When explaining the outline of modern history of China, teachers can connect the course contents with representative music works of each era. For example, when talking about the May 4th Movement, teachers can cut into the curriculum through the song “Patriotic Commemorative Song of the May 4th Movement,” so that students can feel the heroism of warm-blooded young people in the vigorous rhythm and experience their fighting spirit for the Chinese nation to “fight for national power externally, punish traitors internally, and reinvigorate rivers and mountains.” Teachers can also expand the lesson with the contemporary work “Journey” to commemorate the May 4th Movement, make explanations in the way that students like to hear and see, so that students' interest in learning is aroused, make the students take the initiative participation in classroom discussions, and create a vibrant classroom atmosphere, enabling students to learn ideological and political knowledge and feel patriotic enthusiasm under the influence of music, as well as improving the quality of learning in a relaxed and pleasant atmosphere. After class, teachers can also assign homework and ask students to choose a related music work to understand and learn to sing, so as to deepen theoretical understanding and strengthen the learning effect.In addition, teachers can fully tap the ideological and political elements contained in classical music works and guide students to deduce the birth of New China, the course of the Party's struggle, and touching revolutionary stories with rich art forms. It is suggested to use immersive learning methods to guide students to feel the real meaning of works and teach students not to forget the original ideals and aspirations, courageously shoulder the mission, and actively practice socialist values.


## 4.2. Attach Importance to “Music Space” and Create a New Experience of Campus Culture

In the survey, it was found that 86.89% of the respondents thought that the second classroom activity was more important, while only 3.03% held contrary opinion (see Figure5). When being asked about their favorite second classroom activities, the majority of students chose recreational and sports activities. Thus, university ideological and political educators must comprehend the second classroom's instructional role, give full play to its educational function, guide students to set up correct values as the guide, enhance their comprehensive literacy as the starting point, increase students' music aesthetic ability as an opportunity, fully mobilize music teachers, create a “music space” full of positive campus energy, and carry out music ideological and political activities in different themes and sections.Figure 5
Importance of the second classroom activity.In universities, student club involvement is an important practical base for ideological and political teaching, which can not only compensate for the limitation of content and monotonous form in class but also improve students' independent consciousness and comprehensive quality. For example, we can connect history with music and transmit energy with love. Every university has the “music talents” that are highly admired and have a wide influence among the students, by which teachers can guide students to become the “embodiment of positive energy” on campus, for example, setting up an online and offline display platform and taking a certain section of ideological and political education as the theme (such as China's development in different periods) to carry out regular activities, and inviting the “music talents” in the school as resident guests to interpret the characteristics of each era in the form of solo, chorus, musicals, and so on, in which students can watch or participate in performances or competitions, and carry out regular selection and push service to form a unique “music space.” Teachers must give full expression to the creative backbone of “music talents” depending on the way of passing on, helping, and learning from older pupils, promote the students with weak music foundation to actively participate in the second classroom, and let the students be moistened by music aesthetic education in order to cultivate the spirit of struggle and cooperation, pioneering spirit, and innovation thinking, allowing students to be nurtured by ideological and political education in a light-hearted campus environment, finally realizing the “three education” trends: the education of all employees, the education of the entire process, and the education of the entire workforce.In addition, during the building of the second classroom, universities can also fully utilize all new media functions in the “Internet Plus” era to create engaging music videos and music relay interactive activities with ideological and political education relevance in order to attract more students to participate in the classroom, through the second effective communication, further expand the influence and sense of integration, and form positive factors that can be seen everywhere around students, for example, carrying out the flash mob “My Motherland and I” on National Day, along with shooting all kinds of short music videos and publicizing them through various network platforms, so as to guide students to express their love to their motherland and deepen their patriotism and collective sense of honor.


## 4.3. Adhere to the “Two-Pronged Approach” and Expand New Channels of Teacher-Student Communication

It is the ideal goal of every educator that university students can always strengthen their ideals and beliefs, stick to the revolutionary spirit, consciously turn core values into spiritual pursuit, externalize them into practical actions, and realize the knowledge-practice integration. If the integration of aesthetic training in music into university-based political education simply means listening to music and watching videos, it is impossible to attain education's goal. Teachers should adhere to the “two-pronged” approach of teacher-student interaction atmosphere, constantly explore the inspiration of teaching and learning curriculum design, and build an ideological and political learning environment for students to “touch history, see style, and remember tradition.” In class, teachers adopt the combined method of “online and offline” teaching and infiltrate the mainstream ideology for students through well-designed cases. After class, combined with students’ learning habits, teachers skillfully use “two micros and one end” (Microblog, WeChat, and mobile client) and student clubs to enrich the way of communication between teachers and students, narrow their distance, fully smooth the dual channels of “in and after class,” and guide students to actively explore the red gene and carry forward the red spirit.In ideological and political education, teachers can take students’ interest as the teaching starting point, focus on immersion teaching, combine the contents of ideological and political course, organize a choir by theme, and fully utilize art societies’ educational role. Taking the choral arrangement of red music works as an example, music teachers are responsible for artistic guidance, while ideological and political teachers are responsible for explaining ideological and political connotations to improve students’ comprehension of the background of works, and to increase kids’ skills to interpret works. At the same time, teachers publicize and answer questions on each music work through a number of network platforms, in addition to the interaction in class, and even nourish more students of other grades. From the image of “knowledge authority” into “spiritual resonance,” teachers can better guide students to internalize ideological and political knowledge points and learning achievements into their minds and externalize them into actions.In addition, under the influence of COVID-19, high-frequency online education has reduced the educational impact of ideologies and politics. Online video software such as Rain Classroom, Tencent Conference, and QQ Conference uses online communication instead of face-to-face method, which lacks emotional experience and on-the-spot perception, thereby decreasing engagement between teachers and students. With the development of metaverse technology, teachers and students can perceive the scene of collective class in the classroom with the help of augmented reality (AR) wearable devices. Hybrid reality (MR) technology can be used to restore the real classroom environment and actual seats so that students can experience the classroom atmosphere. Through virtual reality (VR) equipment, students can go back to the revolutionary era when people sang revolutionary songs together and personally experience the revolutionary spirit of that time. The integration of virtual and actual reality opens up new channels for teacher-student communication.


## 5. Conclusion

To sum up, interdisciplinary research has become a new paradigm of contemporary scientific inquiry. The high-quality development of ideological and political education in colleges and universities not only is a realistic response to the lack of supply capacity of ideological and political education in colleges and universities, but it also is a strong response to the opportunities and challenges of ideological and political education in colleges and universities. In order to change the situation that the traditional ideological and political classroom is single and rigid and students accept it passively, with the help of the achievements of the new generation of information technology, teachers integrate music aesthetic education into ideological and political education in colleges and universities, so that students can actively participate in ideological and political teaching in an environment where students want to listen, eliminate the concept of “teacher-centered education”, truly realize the educational concept of “student-centered education,” and thus achieve the effect of “1 + 1>2.” This trend enriches the ideological and political education, which is worth popularizing and implementing in colleges and universities. In order to deepen the reform of ideological and political courses, innovate teaching forms, create first-class disciplines, and build a high-level and high-quality faculty, colleges and universities must strive to achieve the high-quality development of ideological and political education.



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*Source: 3029351-2022-07-12.xml*