As the core carrier of the fine traditional Chinese culture, calligraphy art boasts a dual aesthetic system with multi-layered and profound connotations, namely visual beauty and associative beauty. Visual beauty presents intuitive formal aesthetic perception through the strokes, character structures, and composition of Chinese characters, serving as the foundation of calligraphic aesthetic education. Associative beauty generates spiritual aesthetics based on textual implications, phonological rhythms, humanistic connotations of texts, and the moral cultivation of calligraphers, acting as the core sublimation of calligraphic aesthetic education. At present, university aesthetic education classrooms generally suffer from teaching deficiencies: overemphasis on technical skills while neglecting aesthetic cultivation, and overfocus on brushwork techniques while ignoring humanistic literacy. From the perspective of this dual aesthetic system of calligraphy, this paper systematically interprets the aesthetic connotations, internal relations, and practical contradictions between calligraphic visual beauty and associative beauty, explores implementation approaches to integrate the dual aesthetic paradigm into university aesthetic education classrooms, and constructs a calligraphic aesthetic education teaching model of “laying foundations through techniques, improving quality via aesthetics, and shaping souls with humanities.” It provides references for the reform of aesthetic education featuring the fine traditional Chinese culture and practical education in universities in the new era.