Teaching Models of Folk Dance in Higher Education from the Perspective of Cultural Inheritance
Abstract
support cultural inheritance. Against the backdrop of globalization and cultural diversification, universities are uniquely positioned to uphold
and disseminate traditional dance forms that embody regional identities and intangible cultural heritage. Drawing on literature reviews, semistructured interviews with faculty members, and classroom observations at several Chinese universities, this study delineates key pedagogical frameworks that promote cultural understanding, student engagement, and performance proficiency. Findings indicate that culturally
immersive, practice-based, and interdisciplinary models significantly enhance students' grasp of folk dance traditions while fostering critical
reflection on cultural meaning. Implications for curriculum design, teacher training, and cross-cultural exchange are discussed to illuminate
pathways for sustaining heritage through higher education dance programs.
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