Intangible cultural heritage is an important component of China's excellent traditional culture, with diverse types and forms. Integrating intangible cultural heritage resources into school aesthetic education practice is an important channel for promoting excellent traditional Chinese culture, enhancing the aesthetic education literacy of teachers and students, and creating a new culture that belongs to our era. Intangible cultural heritage resources have a distinct background of excellent traditional Chinese culture. Intangible cultural heritage embodies national wisdom and historical civilization, and its positive and healthy cultural elements and humanistic fields have a distinct background of excellent traditional Chinese culture. The humanistic harmony between humans and nature. The intangible cultural heritage in agriculture, fishing, hunting, medicine, architecture, and other fields formed based on long-term observation of natural laws reflects the ancient people's understanding and respect for natural laws; Many ceremonies and celebrations also reflect people's respect for nature, reflecting the eternal pursuit of humanity's desire for peaceful coexistence with nature; Many intangible cultural heritage stories, legends, etc. revolve around the relationship between humans and nature, establishing a spiritual bond between humans and nature. This concept of "humanistic harmony" is of great significance for building an ecological civilization and promoting sustainable human development. The social order in ethics and morality. In traditional Chinese ethics and morality, "benevolence" is the foremost of the "four virtues", and the fundamental spirit of "benevolence" is to love others and benefit others, overcome selfish desires, and take the path of selflessness as the way of benevolence. At the same time, traditional ethics and morality also attach great importance to the order of righteousness and benefit. Many intangible cultural heritage sites regard the distinction between righteousness and benefit as an important principle for dealing with things, handling human relationships, and practicing morality, teaching people to value the overall concept of righteousness and benefit, and effectively transmitting the educational function of ethics and morality. Emotional interests in daily life ethics. Intangible cultural heritage is the intersection of life emotions and ethical practices, carrying deep emotions and interacting with the construction of ethics in daily life. Through the concrete presentation of emotions, such as festival ceremonies, folk narratives, and handicraft skills, they maintain intergenerational cultural inheritance and historical continuity, becoming the cornerstone of community emotional memory and collective cultural identity. This ethical identity not only regulates individual moral judgments and social behavior, but also shapes the overall moral trend and promotes the harmony and stability of community order. The unique artistic charm in cultural traditions. Intangible cultural heritage is the crystallization of natural environment, social landscape, and ethnic characteristics. It is a vivid embodiment of human cultural diversity and creativity. Its artistic value is not limited to surface visual, auditory, and tactile aesthetics, but deeply integrates cultural identity, historical memory, social value, and emotional resonance, showcasing rich cultural connotations and humanistic spirit. Mongolian Humai, Kunqu opera singing style, and Peking Opera facial makeup all possess distinct artistic styles and emit unique artistic charm. The value and significance of intangible cultural heritage resources in campus aesthetic education practice. Intangible cultural heritage has profound cultural connotations and unique aesthetic value, and can provide valuable materials for campus aesthetic education; Campus aesthetic education is an important way to cultivate students' artistic cultivation, aesthetic taste, comprehensive literacy, and creative ability, which can open up important inheritance and dissemination platforms for intangible cultural heritage. The rational, organic, deep, and effective integration of the two is a long-term systematic project with significant importance. Utilize intangible cultural heritage resources to deepen the cultural depth of aesthetic education practice. Intangible cultural heritage bears the imprint of the times and enriches the cultural essence and national characteristics of different historical periods. Making good use of intangible cultural heritage resources in campus aesthetic education can deepen students' understanding of cultural traditions, stimulate their national pride and cultural confidence. Utilizing intangible cultural heritage resources to reinforce the cultural and educational foundation of aesthetic education practice. Intangible cultural heritage contains the most fundamental view of the universe, the world, society and morality of the Chinese people, presenting the most basic mode of thinking, aesthetic orientation, survival wisdom and development mode of the Chinese people. By making good use of intangible cultural heritage resources in aesthetic education, students can deepen their understanding of the original cultural genes and cultivate their confidence and consciousness in cultural concepts such as the unity of heaven and man, harmony among nations, harmony in diversity, and kindness in human hearts. Utilize intangible cultural heritage resources to expand the cultural innovation space of aesthetic education practice. Intangible cultural heritage is constantly recreated in the process of intergenerational transmission to adapt to different natural and social environments, reflecting respect for cultural diversity and human creativity. Making good use of intangible cultural heritage resources in aesthetic education can stimulate students' imagination and innovative consciousness. Through creative transformation and innovative development of excellent traditional Chinese culture, it can promote the greater vitality of intangible cultural heritage resources in campus aesthetic education. Suggestions for the application of intangible cultural heritage resources in campus aesthetic education practice: In campus aesthetic education, academic theories should be supported, intangible cultural heritage genes should be integrated, innovative aesthetic education teaching concepts should be developed, and the goal of "educating people with aesthetic education and educating people with culture" should be achieved. Drawing on the theory of cultural ecology, strengthen the construction of local characteristic courses. Cultural ecology focuses on the interaction between human culture and ecological environment, believing that the two are interdependent and mutually influential. The practice of intangible cultural heritage aesthetic education should fully consider local culture and its natural resources, design aesthetic education courses that highlight local characteristics, create teaching models that are coordinated with them, and strengthen students' understanding and emotional connection with local culture. Drawing on constructivist learning theory and enhancing extracurricular practical experience. Constructivism believes that knowledge is a process gradually constructed by individuals through active participation and experience accumulation, and is actively constructed by learners in specific contexts through cooperation, communication, and reflection with others. In the practice of intangible cultural heritage aesthetic education, students should be encouraged to actively participate in practical activities such as intangible cultural heritage workshops and field visits, focusing on participation and experience, allowing students to construct cultural cognition and aesthetic preferences in practical situations, and deepen their understanding of skills and culture through hands-on operation and experience. Drawing on the theory of multiple intelligences, construct a multi-dimensional integrated aesthetic education curriculum system. The theory of multiple intelligences holds that humans possess multiple types of intelligence, including language, logic mathematics, space, music, bodily kinesthetic, interpersonal communication, introspection, natural observation, as well as existential and moral intelligence. In the practice of intangible cultural heritage aesthetic education, attention should be paid to the diversity and differences of individual intelligence, and personalized learning paths should be provided for students, such as offering folk instrument performance courses for students who love music, and traditional architectural model making courses for students who are good at spatial perception, in order to adapt to the learning styles and intellectual advantages of different students and meet their individual development needs. Drawing on the theory of lifelong learning, create multi-channel opportunities for aesthetic education practice. The theory of lifelong learning holds that education runs through the entire life cycle of a person, and people can choose the most suitable learning time, place, content, and method according to their own characteristics and needs, promoting the sustainable development of individuals and society. The practice of intangible cultural heritage aesthetic education should create multiple channels for students to experience, such as creating an online aesthetic education resource library, creating practical platforms such as art festivals and cultural weeks, and carrying out cooperation between schools, enterprises, and libraries to create an environment conducive to lifelong learning for students. (New Society)