伴随Web3.0、人工智能、虚拟现实等概念提出和技术涌现，我们进入了数字互联时代，数字化的图文影像贯穿大学生的日常生活，接触“美”、感受“美”的渠道从物理世界发展为交互方式更加多样的各类智能终端，内容从物质存在发展为表现方式更加虚拟的数字艺术，改变了审美的体验方式，对“美”的欣赏、创作也有了新的时代特征。科技的变革促进了技术与新概念、新内容、新方式的有机结合，数字技术的引入为高校美育的建设提供了新的思路和平台。
高校美育教学是提高大学生审美能力和人文素养的重要方式，在数字互联时代，是通过艺术学科教育为核心，依托数字技术开展的审美教育活动。然而本文在研究中发现，数字互联时代的高校美育教学也面临着时代的挑战。网络信息良莠不齐、平台化下的算法推荐使得信息茧房问题更加严重，这对大学生的网络素养和个人成长发展提出了新的要求。另一方面，数字技术迅速发展带来的不确定性解构了传统的、统一的高校美育教学标准，促使高校美育内涵与外延的进一步发展。数字互联时代的高校美育需在延续传统审美价值观的同时，适应数字化环境的特点、利用数字化技术的优势、规避数字化信息的风险，突破传统模式，在理论探索和实践模式上进行创新，对大学生审美的自由性、个性和互动性给予更多关注，为大学生提供情景化、沉浸式的审美教育。整体而言，高校审美教育在应用数字技术方面仍处于探索阶段，尚未形成有体系的理论框架和实践模式，也无法满足数字互联时代作为数字原住民的大学生的需求。如何迎接机遇、应对挑战，发展数字互联时代高校美育新路径成为亟待解决的问题。
为解决这些问题，本文将研究对象选定为数字互联网时代高校美育教学模式，第一章溯源了国内外高校美育教育的发展，了解国内外高校美育理念的发展历程和现行教学模式；第二章在数字互联时代高校美育教学模式的现行情境中，分别探讨了智能化的数字互联时代高等教育、沉浸式的数字互联时代审美体验和高校美育教学模式的数字衍新；第三章讨论了当下高校美育教学面临着数字文化环境的审美文本、高度数字化和技术化的审美媒介以及圈层化的审美受众等时代挑战，结合对大学生审美教育体验的问卷调查，了解大学生审美结构特征，发现高校美育教学存在困境；第四章明晰了情境学习理论与高校美育教学发展的一致性和适配性，高校美育教学的衍新需要结合情境学习理论和数字化技术融合的思路和演进趋向，为高校美育情境教学模型的创新搭建理论框架。第五章在打破物理世界屏障的数实融合理念基础上，提出了一种全新的、虚实共生的审美教学导向——“3D-VR”情境美育模型，介绍了该模型的基本思路与方法、技术实现及运行和案例应用设计。以虚拟现实技术为开展核心，从审美文本、审美媒介、审美对象三个维度展开。其中，审美文本由代替、增强、再定义发展为颠覆，逐步完成虚实共生进程；审美媒介维度从情境导入层、知识构建层到协同育人层推进，形成场景化、标准化、智能化的深入合作内部机制；审美受众强调大学生浸入数字场景，直到在学习中实现人机互动，达成知识学习，满足个性化情感需求。该模型通过利用人工智能、虚拟现实等技术的“算法为媒”和“情境化教学”相结合的教学方式，使大学生在数字互联时代的审美教育中获得更沉浸的认知，更显著的教学质量，更具身的体验。
本文对高校美育情境教学模式创新作出了充分研究，将情景教学理论、虚拟现实技术融入数字互联时代的高校美育教学的探究中，立足于探究兼具艺术性内容与数字化技术的特色美育形式，打破传统艺术教学的壁垒，着眼于互联网的技术性与数字媒介的前沿性，以跨界视野找到适应于数字互联时代的新格局与数字原住民一代大学生的新需求的创新美育情境，力求为高校美育教学在时代发展下适应数字化进展与转型的研究与实践提供参考。

With the emergence of concepts such as Web 3.0, artificial intelligence, and virtual reality, we have entered the digital interconnected era, where digital images and videos are ubiquitous in the daily lives of college students. Channels for experiencing and appreciating beauty have evolved from the physical world to various smart terminals with more diverse interactive methods. The content of beauty has also transformed from physical existence to more virtual expressions of digital art, changing the ways in which we experience aesthetic appreciation and creation, and giving rise to new characteristics of the times. Technological innovation has facilitated the organic integration of technology with new concepts, content, and methods, and the introduction of digital technology has provided new ideas and platforms for the development of aesthetic education in universities.
Teaching aesthetic education in universities is an important way to improve college students' aesthetic ability and humanistic quality. In the digital interconnection era, university aesthetic education is an aesthetic education activity that is carried out based on art subject education and relies on digital technology. However, university aesthetic education in the digital interconnection era also faces challenges posed by the times. The quality of network information varies, and algorithm recommendations under phantomization make the problem of information cocoons more serious, which poses new requirements for college students' network literacy and personal growth and development. On the other hand, the uncertainty brought about by the rapid development of digital technology has deconstructed the traditional and unified standards of university aesthetic education and promoted the further development of the connotation and extension of university aesthetic education. In the digital interconnection era, university aesthetic education needs to continue to uphold traditional aesthetic values while adapting to the characteristics of the digital environment, utilizing the advantages of digital technology, avoiding the risks of digital information, breaking through traditional modes, and conducting innovation in theoretical exploration and practical models. It should pay more attention to college students' freedom, individuality, and interactivity in aesthetic education, and provide them with situational and immersive aesthetic education. Overall, university aesthetic education is still in the exploration stage in terms of applying digital technology, and a systematic theoretical framework and practical model have yet to be formed, which cannot meet the needs of college students as digital natives in the digital interconnection era. How to seize opportunities, respond to challenges, and develop new paths for university aesthetic education in the digital interconnection era is an urgent problem to be solved.
To address these issues, this article focuses on the teaching model of aesthetic education in higher education in the digital era. Chapter one traces the development of aesthetic education in universities both domestically and internationally and explores the current teaching models and concepts. Chapter two examines the current situation of aesthetic education in higher education in the digital era, discussing intelligent higher education in the digital era, immersive aesthetic experiences in the digital era, and digital innovation in aesthetic education. Chapter three discusses the challenges faced by aesthetic education in higher education, including the aesthetic texts of the digital culture, highly digitized and technological aesthetic media, and fragmented aesthetic audiences. Based on a survey of university students' aesthetic education experiences, this chapter also explores the characteristics of their aesthetic structure and the difficulties in aesthetic education in higher education. Chapter four clarifies the consistency and adaptability between situational learning theory and the development of aesthetic education in higher education. The innovative development of aesthetic education in higher education requires a combination of situational learning theory and the integration of digital technology, providing a theoretical framework for the innovative development of situational aesthetic education models in higher education. Chapter five proposes a new aesthetic teaching approach called the "3D-VR" situational aesthetic education model, based on the integration of virtual and real worlds. This chapter introduces the basic concepts, methods, technological implementations, and case applications of this model. Using virtual reality technology as its core, this model covers three dimensions: aesthetic texts, aesthetic media, and aesthetic audiences. The aesthetic text dimension evolves from replacement, enhancement, and redefinition to subversion, gradually completing the process of virtual and real coexistence. The aesthetic media dimension progresses from the introduction of the situational layer and the construction of knowledge to the collaborative education layer, forming a deep cooperation internal mechanism of scene-based, standardized, and intelligent collaboration. The aesthetic audience dimension emphasizes the immersion of university students in digital scenes, achieving human-computer interaction and knowledge learning, and meeting personalized emotional needs.
This model combines artificial intelligence, virtual reality, and other technologies to provide a teaching method that combines "algorithm as media" and "situation-based teaching". It aims to provide a more immersive cognitive experience, a more significant teaching quality, and a more embodied experience in aesthetic education for university students in the digital era. This is an innovative path for aesthetic education that adapts to the new digital era and the needs of the digital native generation of university students, providing a reference for the research and practice of aesthetic education in higher education to adapt to the progress and transformation of digitalization.