Historical evolution of Chinese oil painting teaching and its influence on contemporary art education research

Abstract

The article examines the historical evolution of Chinese oil painting teaching through three stages: technological enlightenment (1895-1949), system construction (1950-1977), and individual liberation (1978- 2010). Interdisciplinary analysis (periodization, case study) revealed the dynamics of adaptation of Western technologies to local traditions. In the first period, the synthesis of European realism and Chinese techniques (Xu Beihong) formed a national aesthetics, but was limited by elitism. In the second stage, ideologization (Soviet socialist realism, Maximov's class) suppressed individual creativity (example: Dong Xiwen). The third period combined critical innovation (Leng Jun) with the activation of traditions, but increased the risks of commercialization. In the context of digitalization, the following strategies were proposed: integration of technologies with traditions, assessment combining academic, social and market criteria, digitalization of heritage. The concepts of and were introduced to balance progress and cultural authenticity. Practical value is the development of a «Chinese solution> for the global transformation of art education. The results are relevant for research into digital tools in art and intercultural dialogue.