Neuroaesthetics is a discipline in the study of the brain and cognitive basis for aesthetic experience and artistic creation. The course of neuroaesthetics was first opened in the college of life science at the University of Chinese Academy of Sciences (UCAS), attracting 99 graduate students from 34 different majors.Students majoring in neuroscience or psychology accounted for 26.5%, those majoring in life sciences but with a relatively weak knowledge base of neuroscience accounted for 63.5%, and those majoring in science and engineering with no experience in neuroscience or psychology accounted for 10%. Therefore, in the teaching process, we should not only teach basic knowledge of neuroscience and other basic aspects to beginners, in order to better understand neuroaesthetics, but also constantly attract the interest of graduate students majoring in neuroscience. To this end, we designed a set of targeted teaching program, that is, the basic knowledge of related neuroscience is taught together with the professional content of neuroaesthetics. When introducing cutting-edge research results, pay attention to interaction and discussion with students, and then summarize for interesting viewpoints. For example, when teaching Freud""s "psychological structure of personality", we introduce Maclean""s "triune of brain" theory and also introduce the "diffuse regulatory system of the brain". Then "Id" is discussed corresponding to paleocortex and archicortex, "superego" to neocortex. The relation of "ego" with Id and superego is also discussed in order to stimulate students"" interest in and comparative thinking of the two theories of "personality structure" and " triune of brain ". Then, the visual information processing network is introduced. Finally, the creation characteristics of classic paintings are introduced, and the generation of aesthetic feeling is discussed. The content of the course analyzes aesthetic experience from the four levels of personality psychology, brain structure, neuron and molecule (neurotransmitter), and constructs a relatively broad thinking space for students. According to the learning experience submitted by students after the course, this teaching not only stimulates their interest and enthusiasm for learning neuroaesthetics, but also improves students"" awareness of thinking from the perspective of aesthetics and the pursuit of beauty.