Abstract
The author, who teaches an "Art Criticism" course at a university, has identified two major challenges faced by art students: a lack of reflective ability, which impedes them from articulating their viewpoints effectively, and a lack of motivation for writing and engaging with readers. Building on the author's recent research on applying reflective writing in art courses, this study further explores integrating peer feedback mechanisms into reflective writing within the art criticism curriculum to address these challenges. This pedagogical practice research focuses on students in the "Art Criticism" course at N University's Department of Art and Design. It incorporates peer feedback as part of reflective writing training, aiming to develop a reflective writing teaching model suitable for art criticism courses and to assess its impact on students' learning outcomes and attitudes. The research objectives are: (1) to design a curriculum that integrates peer feedback-based reflective writing training into art criticism; (2) to evaluate the effectiveness of using peer feedback in reflective writing for art criticism. The findings indicate that ongoing reflective writing training helps students consciously improve their critical thinking skills and recognize that reflective ability is essential for art criticism writing. Peer feedback enhances the reflective learning process and outcomes, fostering a dialogic relationship between authors and readers. This process helps students understand and fulfill the responsibilities and roles of art criticism in the public domain.