From the "4321" In-Situ Practice to the "3E" Embodied Model within the Macro-Ideological and Political Framework: A Grounded Theoretical Construction of Local Dance Aesthetic Education for Preschool Teachers in Western Higher Vocational Colleges

Abstract

Aesthetic education for preschool teachers in higher vocational colleges in the multi-ethnic regions of western China has long been
constrained by structural dilemmas, including the binary fragmentation between ideological-political education and aesthetic cultivation, the
"disembodied" orientation of dance instruction, and the disorderly integration of the "three classrooms" of educational practice. Over a fouryear period of field-based aesthetic education initiatives in the Qiang, Tibetan, and Baima Tibetan areas of northwestern Sichuan, Sichuan Preschool Education College, through its "New Literary and Artistic Cavalry" volunteer service team, developed a holistic collaborative model of
local aesthetic education termed "4321"—encompassing four fronts, three resources, two tasks, and one team. Employing action research as
its core methodology and drawing on a complete embodied teaching case from the provincial-level "Master Teacher Golden Course" entitled
Dancing the "Concentric Circles": Embodied Awareness of National Spirit (2025), this study inductively constructs a three-dimensional integrative cultivation model—Embodied Cognition (E1), Experiential Practice (E2), and Ecological Integration (E3). Aligned with the Ministry
of Education's "High-Order, Innovative, and Challenging" first-class course standards, the model integrates living heritage resources of Baima
Tibetan intangible cultural dance and three independently developed digital motion-capture software tools. Using the 2026 National Arts Fund
special presentation at the Beijing Dance Academy as a national-level empirical validation platform, this research establishes a closed-loop
pathway from field practice to embodied aesthetic theory to teacher-training paradigms. It offers a replicable, localized theoretical and operational framework for ethnic dance aesthetic education in western vocational preschool teacher education and for curriculum-based ideologicalpolitical instruction aimed at consolidating a strong sense of community for the Chinese nation.