The Public Art course aims to cultivate students' understanding of the artistic expression and social value of public Spaces

and to enhance their artistic thinking and practical abilities through the study of form composition

material language and social participation. There are three problems in the current teaching practice: First

the course content is too focused on theoretical explanations and lacks in-depth integration with local cultural resources and the spatial environment

and the "publicness" of the works is insufficient; Second

the teaching methods are relatively single and traditional

with the content mainly based on the analysis of literature cases

lacking on-site perception

and it is difficult to stimulate students' cultural identity; Third

the practical part mostly remains at the stage of scheme conception

and the lack of user thinking and demand leads to a low social conversion rate of students' works. This study combines the perspectives of "locality" and "publicness" of public art courses. Taking rural public art practice as an example

it adopts an approach that combines classroom instruction (theoretical learning)

field research (demand analysis)

acceptable engineering practice (feasibility of implementation)

and multi-evaluation (community participation) to enable students to integrate art education with social practice closely. To cultivate the art and design talents of the new era with a sense of responsibility

creativity

and a deep sense of local cultural identity.