Abstract
A dance appreciation course is set up in colleges to cultivate the aesthetic judgment of students and enhance their comprehensive accomplishment. However, in the traditional teaching mode, teachers are given insufficient time to deliver the contents of dance appreciation courses, thereby leading to some problems such as the fragmented knowledge structure of students and an ineffective course delivery. To address these problems, a new teaching mode called “micro-course” was designed in this paper based on primary teaching theory. By placing dance appreciation at its core, the micro-course teaching mode is divided into four stages, namely, activate old knowledge, demonstrate new knowledge, apply new knowledge, and digest. A “four-in-one” (creation–teaching–performance–appreciation) dance micro-course was then designed followed by the construction of an online learning mode that is suitable for dance majors. Multiple experiments were also conducted to verify the effect and universality of this teaching mode and to provide a valuable reference for future studies on teaching public art courses.
Highlights
Dance appreciation has been taught for a long time in colleges
Many colleges are still facing several challenges in teaching dance appreciation as described below: 1. Each student has a unique foundation for learning dance appreciation because of the differences in their living environments and interests. These students show differences in their learning of dance appreciation. Those students with a solid learning foundation feel that the knowledge they acquire through this course is insufficient, while those students with a poor learning foundation are having iJET ‒ Vol 13, No 8, 2018
While promoting dance appreciation as a public art appreciation course among colleges, the traditional teaching mode was deemed ineffective given the insufficient time allotted to teachers to deliver the course contents
Summary
Dance appreciation has been taught for a long time in colleges. This course aims to cultivate the aesthetic judgment of students and enhance their comprehensive accomplishment. In the traditional teaching mode, teachers need to clarify the requirements of the learning task, decompose the knowledge points, demonstrate the operation, and let their students practice the operation for the second half of the period. In this manner, students are often unable to recall new moves. Such setup prevents students from developing their independent inquiry ability [3] and cannot guarantee improvements in the teaching effect. Based on primary teaching theory, the “four-in-one” micro-course teaching method was proposed to cultivate the independent inquiry ability of students and to solve the problems related to the lack of teaching period and teaching resources
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