艺术教育是培育新时代人才陶冶情操和提高思维能力的重要途径之一，我国在近年来不断完善艺术教育政策，为培养德智体美劳全面发展的新一代青少年做出不懈的努力。2022年修订义务教育艺术课程标准时，增添舞蹈、戏剧（含戏曲）和影视（含数字媒体艺术）三个艺术门类，培育中小学学生的审美鉴赏能力和实践创新能力。已有研究并未对政策变迁的动力进行深入剖析，本研究将采用文本分析法和访谈法，对我国1989年以来的美育、艺术教育政策文本进行梳理划分，探寻其演变进程及工作重心，在本土化多源流理论视角下阐释“新三科”纳入义务教育艺术课程的政策变迁动力因素。研究发现，在本研究构建出的政策变迁动力本土化框架中，影响“新三科”纳入义务教育艺术课程政策制定的共有七个动力因素：问题指标的变化、外部事件的冲击、负面政策效果的反馈、专家学者的发声、政府部门的助力、国民情绪的表达、政治权力主体的理念倡导。其中党的领导、中央人民政府和领导人的执政理念发挥核心主体的地位和作用，坚持顶层设计导向，进而三大源流中的其他六种动力因素汇聚在一起并进行耦合，政策之窗由此开启，政策企业家助力政策出台，在不同纬度上启发政府应如何更有效地推动我国“新三科”纳入义务教育艺术课程的政策变迁。

Art education is one of the important ways to cultivate talents in the new era to cultivate sentiment and improve thinking ability, China has continuously improved the art education policy in recent years, and made unremitting efforts to cultivate a new generation of young people with all-round development of morality, intelligence, physical fitness, art and labor. In 2022, when the compulsory education arts curriculum standards were revised, three art categories were added: dance, drama (including opera) and film and television (including digital media arts), so as to cultivate primary and secondary school students' aesthetic appreciation and practical innovation ability. This study will use text analysis and interview methods to sort out and divide the policy texts of aesthetic education and art education in China since 1989, explore their evolution process and work focus, and explain the dynamic factors of policy change in the inclusion of the "New Three Subjects" in the compulsory education art curriculum from the perspective of localized multi-source flow theory. It is found that in the localization framework of policy change momentum constructed in this study, there are seven driving factors that affect the inclusion of the "new three subjects" in the policy formulation of compulsory education art curriculum: the change of problem indicators, the impact of external events, the feedback of negative policy effects, the voice of experts and scholars, the help of government departments, the expression of national sentiment, and the concept advocacy of political power subjects. Among them, the leadership of the party, the central people's government and the governing philosophy of the leader play the status and role of the core subject, adhere to the top-level design orientation, and then the other six dynamic factors in the three sources are gathered together and coupled, the window of policy is opened, and policy entrepreneurs help the policy to be introduced, and inspire the government at different latitudes how to more effectively promote the policy change of China's "new three subjects" into the compulsory education art curriculum.