Beauty is an important source of pure morality and enriched spirit. Social aesthetic education is an educational method that integrates aesthetic education into people's social life. It is different from school aesthetic education and reflects the characteristics of diversified educational objects, flexible educational fields, and diversified educational methods. Social aesthetic education is an important carrier for high-quality cultural resources to reach the grassroots level, and it is also an important path for the high-quality development of grassroots public culture. The process of social aesthetic education and social governance is unified, and cultural resources at the grassroots level are provided through organizing aesthetic education courses in communities, improving public cultural facilities, and enriching cultural dissemination forms. Social aesthetic education has fully stimulated the cultural dissemination function of public cultural facilities such as museums, art galleries, libraries, and cultural squares, enabling them to fully participate in grassroots cultural construction. Social aesthetic education has expanded the ways to meet the public cultural needs of grassroots people, enriched the supply channels of grassroots public culture, and enabled existing high-quality resources such as university aesthetic education and social organization aesthetic education to better integrate into grassroots life. Therefore, social aesthetic education has become an important path for the current grassroots public cultural construction. Promote the participation of diverse subjects in grassroots public cultural construction through social aesthetic education. The construction of grassroots public culture is not limited to the construction of cultural infrastructure, and cultural dissemination is also a key dimension. Although museums and local cultural landmarks are important venues for promoting culture, their cultural and educational functions have long lacked self-awareness and cultural influence. The reason for this is not only due to the differences in economic development levels among regions, which leads to insufficient infrastructure construction for public cultural services and limits cultural influence, but also because the number of grassroots public cultural service personnel is relatively insufficient and the service level is relatively low, resulting in weak actual cultural and educational capabilities of existing public cultural facilities, and even many public cultural facilities have evolved into tourist attractions and leisure places, failing to play their due cultural functions. Social aesthetic education enhances the dissemination efficiency of grassroots public culture and promotes the construction of basic public cultural facilities. Grassroots public cultural facilities themselves are the main field for social aesthetic education. The integration of social aesthetic education into grassroots public cultural construction has stimulated the subjective initiative of corresponding staff in cultural education, actively exploring the educational function of public cultural facilities, improving their own cultural propaganda and education level, and enabling existing public cultural facilities to fully play their cultural functions. More importantly, social aesthetic education has expanded the scope of cultural propaganda and education participants, on the one hand, enabling more cultural workers to participate in grassroots public cultural construction and improve the quality of cultural services. Volunteers with cultural education or research backgrounds, college students actively participating in social and cultural practices, etc., can make up for the shortage of grassroots public cultural service personnel. On the other hand, social organizations and non cultural practitioners who are willing to contribute to the construction of grassroots public culture should participate in the cultural process. These entities do not necessarily provide direct cultural dissemination and education assistance, but indirectly provide the material resources needed for grassroots cultural construction, thereby promoting the construction of grassroots public cultural infrastructure. Enhance the interaction between grassroots public cultural construction and the cultural needs of the people through social aesthetic education. The supply of grassroots public culture needs to adhere to the development concept of "putting the people at the center" and fully reflect the core socialist values. At the same time, it is necessary to correctly handle the relationship between the supply and demand of public culture, fully consider the cultural needs of the people, and thus form effective results in the construction of public culture. Currently, in addition to large public cultural facilities, community cultural service centers also provide a large number of basic cultural services. However, the basic services provided by grassroots cultural service centers are mostly passive, with few actively organizing cultural activities based on the cultural needs of local residents. In some areas, the basic facilities are relatively complete, but the utilization rate is low. Therefore, the construction of grassroots public culture also needs to strengthen communication and cooperation between grassroots cultural workers and the people, in order to enhance the effectiveness of cultural services. Social aesthetic education provides a platform for cultural exchange, enabling grassroots public cultural supply to better meet the needs of the people. The Opinion on Strengthening and Improving Urban and Rural Community Governance points out that "strengthening the ability of community cultural leadership" not only needs to reflect local characteristics, but also needs to play the role of community education. The concept of multi-party participation in cultural construction brought about by social aesthetic education has increased the supply of grassroots public cultural services, and aesthetic education resources continue to spread from large-scale public cultural infrastructure to small-scale public spaces in communities. The development of aesthetic education at the grassroots level provides a platform for mutual communication between educators and learners, allowing residents' cultural needs to be expressed, existing educational facilities to be utilized and improved, and different educational participants to assist grassroots autonomous organizations in providing diverse cultural services to local residents. Inspire innovation in the supply of grassroots public culture through social aesthetic education. The construction of grassroots public culture has both universality and particularity. On the one hand, it needs to highlight the leading function of socialist core values, and on the other hand, it needs to demonstrate local cultural characteristics. Therefore, the supply mode of grassroots public culture cannot be uniform, and each place needs to innovate according to its own reality. Social aesthetic education, as an important carrier of cultural dissemination and education, provides important reference ideas for the innovation of grassroots public cultural supply methods due to its rich content and diverse methods. This innovative approach is mainly reflected in three aspects, namely dominance, interactivity, and diversity. Highlight leadership. Social aesthetic education plays a role in beautifying social atmosphere in real life, highlighting the "people-centered" approach in cultural creation, and leveraging the important role of culture in social governance. Therefore, in the supply of grassroots public culture, fully mobilizing the enthusiasm of grassroots party organizations as the leading force in grassroots governance and focusing on the key few in grassroots cultural construction will form a cultural innovation where grassroots party building and cultural construction promote each other. Capable of interactivity. Social aesthetic education, as a form of education, emphasizes the feedback of educational outcomes to form a complete educational process. In the past, although the supply of grassroots public culture was abundant, it focused more on the input side and neglected the feedback on the result side. Therefore, enhancing the feedback interaction of cultural construction and forming a logical closed-loop thinking of grassroots public cultural supply will effectively promote the innovation of current supply methods. Show diversity. The diversification of social aesthetic education content and methods ensures the feasibility of education. Grassroots public cultural supply can be achieved by fully tapping into local and community cultural resources, combining modern cultural characteristics, enhancing the diversity of overall cultural supply, meeting the cultural needs of people in various regions, and innovating and developing distinctive public cultures. (New Society)