Innovation in aesthetic education is an important way to promote the reform and development of such education in colleges and universities in the new era. As a result

a research focus in the teaching reform of the education in institutions of higher learning is how to integrate multi-disciplinary resources based on aesthetic theory

innovate relevant educational practice

and achieve the goals of cultivating students with such education. In response

we have chosen imagery

one of the core concepts of Chinese classical aesthetics

as our focus. However

relevant researches on aesthetic education practice rooted in the "imagery" are rare and lack theoretical foundation

practical methods and case studies. In view of the lack

this paper created the two-factor imagery classification by analyzing the two key elements "object" and "subject" in the formation of imagery

from which derived five kinds of imagery relationships that are both independent and interrelated

i.e. the object itself vs. the subject human′s first impression

the object with its surroundings vs. human′s expression of emotions

the object with its benefits vs. human′s cognition and creation in practice

the object with its connotative meanings vs. human′s history and culture

and the unity of the object and the subject in artistic creations

forming a continuum of imagery. This classification was then employed to guide students′ appreciation and creation of the imagery of Chinese medicinal herbs to explore the feasibility of the new educational practice for integrating aesthetic education with professional education

and improve the actual learning outcomes of such education in colleges and universities. Furthermore

our research can provide widely applicable methods for carrying out aesthetic education that meets the needs of the new era.