The Construction of Scientific Knowledge System of Dance Teachers in General Institutions of Higher Education

Abstract

Dance science remains a prominent topic within contemporary dance education, especially receiving considerable attention in the realm of dance professional education. However, as vital establishments for cultivating dance art talents, conventional higher education institutions demonstrate inadequacies in the dance science knowledge among dance educators, notably constraining their ability to cultivate specialized talents. Hence, there is a need to amalgamate theoretical knowledge from dance science research with the practical requirements of dance educators in these institutions to construct a dance science knowledge framework tailored for their use. This not only accentuates the research value of dance science but also aligns with the practical necessities of dance pedagogy. This paper proposes the construction of a scientific knowledge framework for dance educators, encompassing constituent elements of dance science knowledge and the integration framework of knowledge systems. Through leveraging the subjective initiative of dance educators, while simultaneously addressing the universal and individualized needs of students, it emphasizes the dual significance of theoretical foundations and practical applications to facilitate the establishment of a scientific knowledge framework for dance educators.