The positive role of the aesthetic education value of "intangible cultural heritage" dance in alleviating the anxiety of primary and middle school students

Childhood and adolescence is a key period of psychosomatic development. It is also a high-risk period for adverse psychological problems, emotional problems and behavioral problems. Primary and middle school students enter puberty physiologically, and their character, body, world outlook, outlook on life and values have undergone great changes. The learning contents, learning methods, the educational methods of parents and teachers are also changing. Students’ psychological anxiety will increase significantly in the process of adjusting their self-state, independence and highlighting their personality to adapt to the new environment. Therefore, this period of youth is a period that society, schools and families should focus on. As primary and secondary schools are full of beautiful expectations for schools, students and future study and life, but with the increase of learning subjects, the deepening of teaching materials and the different teaching styles of teachers, anxiety psychology such as loss, loss, disappointment and boredom will arise. Especially the primary and middle school students who are about to enter school, their hearts are full of bad psychology such as fear, tension, anxiety, excitement, hesitation, curiosity, withdrawal and so on. Regional “intangible cultural heritage” dance teaching, as an innovative form of school aesthetic education, entering the practice of aesthetic education in primary and secondary schools, can not only achieve the purpose of aesthetic education of students’ physical and mental health, but also enable primary and secondary school students to deeply understand regional dance, feel the charm of regional excellent traditional dance, enhance the cultural identity and cultural confidence of Chinese excellent tradition, and truly practice the educational purpose of building morality, cultivating people and educating people with aesthetics in primary and secondary schools. Dance education in primary and secondary schools is not only an important way to inherit “intangible cultural heritage” dance, but also an important form of school dance aesthetic education. How to give full play to the aesthetic education value of the regional inheritance of “intangible cultural heritage” dance in primary and secondary schools is an important issue for primary and secondary schools to realize the regional inheritance of “intangible cultural heritage” dance. The implementation of aesthetic education in primary and secondary schools based on the regional inheritance of “intangible cultural heritage” dance is an innovative way of regional inheritance of “intangible cultural heritage” dance, which is conducive to the activation and utilization of regional “intangible cultural heritage” dance culture. Transforming the regional “intangible cultural heritage” dance resources into dance aesthetic education resources in primary and secondary schools to realize the educational purpose of dance aesthetic education can effectively improve the learning and understanding of regional traditional dance culture and improve the anxiety psychological status of primary and secondary school students.