湖北美术学院学报

“两办”美育文件指出“学校美育课程以艺术课程为主体”，艺术素养测评是学校美育的重要内容。十年来学校艺术素养测评工作与效果表明，美育工作一方面取得了明显成效；一方面在美育理念、评价原则和实操方法中还存在一些脱离美育初心的问题，亟待引起专业共同体的关注。研究提出：在美育评价理念上厘清“两个关系”，在评价原则上聚焦“三种能力”，在评价实操中把握“三个方法”，建构为美育的、符合艺术规律的艺术素养评价体系。

The jointly issued aesthetic education policy document emphasizes that "school-based aesthetic education curricula should be centered on art courses", and assessing students' artistic literacy is a key component of aesthetic education in schools. Over the past decade, the implementation and outcomes of artistic literacy assessments in schools have shown significant progress. However, problems remain in terms of educational philosophy, assessment principles, and practical methodologies—some of which diverge from the original intentions of aesthetic education and require attention from the professional community. This study proposes: clarifying "two key relationships" in aesthetic education assessment philosophy; focusing on "three core competencies" in assessment principles; and applying "three practical methods" in implementation. These strategies aim to construct an artistic literacy assessment system that serves aesthetic education and aligns with the intrinsic laws of art.