Frontiers in Business, Economics and Management 
ISSN: 2766-824X | Vol. 15, No. 3, 2024 

 

50 

Heritage and Innovation of Teaching Models in 
University Dance Programmes 

Oulisi 

Graduate University of Mongolia, Ulaanbaatar, 11000, Mongolia 

Inner Mongolia Preschool Education College for The Nationalities, Ordos Dongsheng, 017000, China 

 

Abstract: With the development of society and the reform of education, university dance courses are facing the challenge of 
inheritance and innovation. The purpose of this paper is to analyse the inheritance and innovation of the teaching mode of 

university dance courses, in order to provide reference for the development of university dance education in China. Firstly, the 

significance and necessity of inheritance and innovation are stressed through the analysis of the current situation of univer sity 

dance courses. Secondly, the characteristics and value of the traditional teaching mode are discussed, and its application in 

university dance courses is analysed. Meanwhile, the problems and challenges in the inheritance process are pointed out. On this 

basis, this paper puts forward the concept and goal of innovative teaching mode, and analyses the application of innovative 

teaching mode in university dance courses with practical cases. Finally, from the aspects of teacher training, students' individual 

differences, teaching methods and internal and external co-operation, it puts forward the strategies for the inheritance and 

innovation of the teaching mode of university dance courses. The findings of this paper have important guiding significance f or 

promoting the development of university dance education in China and improving the quality of dance courses. 

Keywords: University dance course, Teaching mode, Inheritance, Innovation, Strategy. 

 

1. Introduction 

With the development of society and the progress of 

science and technology, the field of education is constantly 

changing and innovating. As an important part of art 

education, university dance course shoulders the mission of 

cultivating dance talents and promoting dance culture. 

However, in the current educational context, university dance 

courses are facing some challenges and dilemmas, such as the 

limitations of the traditional teaching mode and the 

diversification of students' needs. Therefore, it is of great 

practical significance to explore the inheritance and 

innovation of the teaching mode of university dance courses. 

2. The Inheritance of University Dance 
Course Teaching Mode 

2.1. Characteristics and Value of Traditional 
Teaching Mode 

The traditional teaching mode is a teacher-centred teaching 

method, and its characteristics and value are mainly reflected 

in the following aspects. 

First of all, the traditional teaching mode pays attention to 

the systematicity and completeness of knowledge transfer. 

Teachers guide students' learning in an orderly manner 

according to the textbook and syllabus to ensure that students 

master basic knowledge and basic skills. This mode helps 

students to establish a complete knowledge system and lay a 

solid foundation for future study and work [1]. Secondly, the 

traditional teaching mode emphasises the leading role of 

teachers. Teachers have rich knowledge and experience, 

which can effectively guide students' learning and cultivate 

students' thinking ability and innovation ability. In the 

teaching process, teachers can stimulate students' interest in 

learning through questioning, discussion and other ways to 

improve students' active learning ability. Again, the 

traditional teaching mode is suitable for large class teaching. 

In China, the number of classes is large, and the traditional 

teaching mode can better manage the classroom and ensure 

the teaching order. Teachers can flexibly adjust the teaching 

content and teaching progress according to the actual situation 

of students to meet the learning needs of different students [2]. 

In addition, the traditional teaching mode helps to improve 

students' test scores. Through a lot of practice, students can 

master the knowledge points and improve their problem-

solving ability. In the examination, students trained by the 

traditional teaching mode can often achieve better results [3]. 

However, the traditional teaching mode also has certain 

problems, such as focusing too much on the transmission of 

knowledge, ignoring the student's main position; the teaching 

means are relatively single, which is not conducive to 

stimulating the students' interest in learning and so on. 

Therefore, in the process of inheriting the traditional teaching 

mode, we need to reform and innovate it to meet the 

educational needs of the new era. 

2.2. Application of Traditional Teaching Mode 
in University Dance Courses 

In university dance courses, the traditional teaching mode 

occupies a place with its unique characteristics and values. 

This mode focuses on the teaching of skills and the instilling 

of knowledge, emphasising the standardised training of dance 

skills and the basic education of dance theory. Teachers 

usually have profound dance skills and rich teaching 

experience, and are able to guide students to master the basic 

skills of dance through rigorous training [4]. 

In this model, students first begin to learn the basic skills 

of dance, such as standing posture, step movement, and the 

development of body flexibility. As skills gradually improve, 

students will move on to a variety of dance styles and dance 

theatre pieces, including classical ballet and folk dance. 

Classes are often taught in a group setting, with synchronised 

movement exercises to strengthen students' ability to work 



 

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together as a group. 

The traditional teaching model also attaches importance to 

the education of dance theory, including courses on the 

history of dance, dance aesthetics, dance anatomy, etc., so that 

students not only know how to dance, but also understand the 

culture and science behind dance. In terms of evaluation 

mechanism, the traditional model tends to assess students' 

learning outcomes through regular examinations and 

performances, which helps students build a solid foundation 

in dance. 

However, with the advancement of time and the 

development of education concepts, the traditional teaching 

model is facing challenges. For example, it is often difficult 

to adequately meet students' individual needs, the teaching 

content sometimes seems out of touch with the times, and too 

much emphasis on technique may neglect the development of 

students' creativity and personality. Therefore, while 

inheriting and carrying forward the advantages of the 

traditional teaching mode, the university dance programme 

also needs to make appropriate reforms and innovations to 

meet the requirements of education in the new era [5]. 

2.3. Problems and Challenges in The 
Inheritance Process 

In the process of inheritance of the teaching mode of 

university dance courses, there are some problems and 

challenges [6]. 

Firstly, the traditional teaching mode has certain limitations 

in adapting to the modern educational environment. Due to 

the development of society and the progress of science and 

technology, students' learning styles and needs have changed 

a lot, and the traditional teaching mode often fails to meet 

these new needs. For example, the traditional teaching mode 

focuses on the teaching of dance skills, neglecting the 

cultivation of students' creativity and expressiveness; 

focusing on classroom practice, neglecting the satisfaction of 

students' individual differences and personalised needs. 

Secondly, the problem of teachers in the inheritance process 

is also more prominent. On the one hand, the quality of dance 

teachers is uneven, and some teachers lack professional 

educational background and teaching experience, which 

makes it difficult for them to be competent in teaching dance 

courses; on the other hand, the age structure of dance teachers 

is unreasonable, and the number of young teachers is 

insufficient, which makes it difficult for the teaching content 

and teaching methods of dance courses to keep pace with the 

times. Once again, the inheritance and innovation of dance 

courses face the challenge of the lack of an effective 

evaluation system. At present, the evaluation system of dance 

courses is still often based on students' dance skills and 

performance level as the main evaluation standard, ignoring 

the evaluation of students' comprehensive quality and 

innovation ability. This evaluation system is difficult to 

stimulate students' learning interest and creativity, and is not 

conducive to the inheritance and innovation of dance courses. 

In view of these problems and challenges, we need to 

strengthen teacher training, improve teachers' education and 

teaching ability and professional quality; focus on students' 

individual differences, teach students according to their 

abilities, and cultivate students' creativity and expressiveness; 

and establish a scientific evaluation system to stimulate 

students' learning interest and innovation ability. Only in this 

way can we ensure that the teaching mode of university dance 

courses develops continuously in inheritance and innovation 

to meet the new needs of society for dance education [7]. 

3. Innovation of Teaching Mode of 
University Dance Programme 

3.1. The Concept and Goal of Innovative 
Teaching Mode 

The concept and goal of the innovative teaching mode of 

university dance courses are diversified, aiming to improve 

the comprehensive quality of students and cultivate dance 

talents with innovative spirit and practical ability. Firstly, it 

takes students as the centre, pays attention to individual 

differences, fully mobilizes students' enthusiasm, initiative 

and creativity, and makes students learn dance in a pleasant 

atmosphere. Secondly, it focuses on the combination of dance 

theory and practice, cultivates students' comprehensive dance 

literacy, and improves students' dance creation ability and 

performance level. In addition, modern technological means, 

such as multimedia teaching and network resources, are 

integrated to enrich the form and content of teaching and 

enhance the teaching effect. At the same time, 

interdisciplinary integration is stressed, such as combining 

with music, theatre, film and television and other art 

disciplines to broaden students' artistic horizons and cultivate 

their comprehensive innovation ability. Finally, actively carry 

out internal and external cooperation, such as cooperation 

with dance groups, art colleges, etc., to provide students with 

more practice and communication opportunities, and to 

improve the social influence of dance courses. In short, the 

concept and goal of the innovative teaching mode is based on 

cultivating students' all-round development of dance literacy, 

focusing on personalised and differentiated teaching, 

integrating modern science and technology and 

interdisciplinary fusion, and actively carrying out cooperation 

and exchanges, so as to convey high-quality and innovative 

talents for the development of China's dance industry. 

3.2. Application of Innovative Teaching Mode 
in University Dance Courses 

The application of innovative teaching mode in university 

dance courses is mainly reflected in the following aspects [8]. 

Firstly, the renewal of teaching concept. The traditional 

dance teaching mode mainly focuses on the transmission of 

skills and the instillation of knowledge, while the innovative 

teaching mode pays more attention to the overall development 

of students and emphasises the cultivation of students' 

creativity, expressiveness and aesthetic ability. Teachers no 

longer just teach skills in teaching, but guide students to 

explore the meaning and expression of dance and encourage 

them to develop their own unique style [9]. Secondly, the 

teaching content is updated and enriched. With the 

development of society and the expansion of the art field, the 

teaching content of university dance courses is also being 

updated and enriched. In addition to traditional dance skills 

training and theoretical knowledge learning, modern dance, 

cross-border artistic cooperation and other emerging areas 

have been introduced. This can not only meet the diverse 

learning needs of students, but also stimulate their creative 

inspiration and enhance their creative ability and performance 

level. Again, the innovation of teaching methods. The 

traditional teaching mode is often teacher-centred, and 

students are in a passive state of acceptance. The innovative 



 

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teaching mode pays more attention to students' active 

participation and interaction. Teachers will adopt more 

diversified teaching methods, such as participatory teaching 

and cooperative learning, so that students can learn and grow 

in practice. This can not only improve students' interest in 

learning, but also cultivate their teamwork and problem-

solving abilities [10]. Finally, the implementation of 

personalised education. The characteristics and needs of each 

student are different, so the innovative teaching model 

emphasises the implementation of personalised education, 

giving full consideration to the developmental needs of each 

student. Teachers will formulate individualised teaching plans 

and provide customised education services according to 

students' characteristics and potential. This can better promote 

the development of each student and cultivate dance talents 

with unique styles. 

In summary, the application of innovative teaching mode 

in university dance courses can not only improve the quality 

of teaching, but also cultivate more comprehensive and 

creative dance talents [11]. 

3.3. Difficulties and Countermeasures 
Encountered in The Process of Innovation 

In the process of innovation in the teaching mode of 

university dance courses, the first difficulty encountered is the 

binding of traditional concepts. For a long time, people think 

that dance education is the cultivation of skills, while ignoring 

the cultural connotation and emotional expression contained 

in dance as an art form. In order to solve this problem, we 

need to strengthen publicity, raise people's awareness of the 

art of dance, and emphasise the importance of dance 

education in cultivating students' aesthetic interest, 

personality cultivation and creative ability [12]. Secondly, the 

lack of teachers is also a major difficulty in the process of 

innovation. Excellent dance teachers not only need to have 

solid dance skills, but also need to have good educational 

concepts and teaching ability. Therefore, we need to 

strengthen teacher training, introduce excellent dance 

teachers, and at the same time improve the comprehensive 

quality of existing teachers and provide them with more 

learning and growth opportunities. In addition, the shortage 

of teaching resources is also a problem. Dance teaching 

requires certain venues, equipment and financial support. In 

order to overcome this difficulty, we can try to share resources 

with other disciplines and make full use of the existing 

facilities; at the same time, we can also strive for more 

financial support through co-operation with enterprises. In the 

process of innovation, we also need to focus on the individual 

differences of students and teach them according to their 

abilities. Dance education is not only the teaching of skills, 

but also the process of cultivating students' personality and 

creativity. Therefore, teachers need to formulate 

individualised teaching plans according to students' 

characteristics and needs to stimulate students' learning 

interests and potential. Finally, it is necessary to expand 

internal and external co-operation to enhance the influence of 

the dance curriculum. We can establish co-operation with 

other schools, art groups and enterprises to organise various 

dance activities and competitions to provide students with 

more practice opportunities; at the same time, we can also 

invite famous dancers to give lectures in schools to bring 

students the latest dance concepts and techniques. 

In conclusion, the inheritance and innovation of the 

teaching mode of university dance courses is a long-term and 

arduous task. We need to keep exploring and practicing in the 

process of overcoming difficulties and contribute to the 

cultivation of dance talents with innovative spirit and 

practical ability. 

4. Strategies for the Inheritance and 
Innovation of Teaching Mode of 
University Dance Courses 

4.1. Strengthen Teacher Training and Improve 
Teachers' Comprehensive Quality 

In the teaching of university dance courses, the 

comprehensive quality of teachers directly affects the 

learning effect of students and the improvement of dance 

literacy. Therefore, it is crucial to strengthen teacher training 

and improve teachers' comprehensive quality. 

Firstly, teachers need to have solid dance skills and 

theoretical knowledge. As the guide of teaching, teachers 

should constantly improve their professional level, enrich 

their dance skills and theoretical literacy by participating in 

various dance training and academic seminars, and provide 

students with high-quality teaching content. Secondly, 

teachers need to have excellent teaching ability and methods. 

Teachers should master scientific teaching methods and be 

able to carry out personalised teaching according to students' 

characteristics and needs, so as to stimulate students' interest 

and potential in learning. At the same time, teachers should 

also pay attention to the fairness and scientificity of teaching 

evaluation, and give students reasonable evaluation and 

guidance. In addition, teachers need to have good 

professionalism and interpersonal relationships. Teachers 

should abide by the code of professional ethics, care about 

students' growth and development, respect students' 

individuality and opinions, and create a good learning 

atmosphere. At the same time, teachers should also maintain 

good communication and co-operative relationships with 

students, parents and colleagues, and work together to 

promote the overall development of students. 

To sum up, strengthening teacher training and improving 

the comprehensive quality of teachers is an important 

guarantee for the inheritance and innovation of university 

dance course teaching mode. Only with an excellent teaching 

team can we better train excellent students with dance literacy 

and contribute to the development of the dance career. 

4.2. Paying Attention to Individual Differences 
of Students and Teaching According to 

Their Abilities 

In the teaching of university dance courses, focusing on 

students' individual differences and teaching according to 

their abilities is the key to improving teaching quality. Each 

student has his or her own characteristics and advantages, 

teachers should fully understand the students' dance 

foundation, interest and potential, and tailor-made learning 

plans and teaching methods for them. For students with better 

dance foundation, the teaching difficulty can be increased 

appropriately to guide them to pursue the perfect combination 

of technology and art; for students with relatively weak dance 

foundation, they should start from the basic dance movements, 

strengthen the basic skills training, and gradually improve 

their dance level. At the same time, teachers should also pay 

attention to students' psychological needs, create a relaxed 



 

53 

and pleasant learning atmosphere, and let them feel happy and 

a sense of achievement in dance learning. 

To meet the needs of different students, teachers can adopt 

the following teaching strategies: first, group teaching, group 

students according to the dance level and cultural literacy, etc., 

and make appropriate teaching plans for different groups; 

second, stratified teaching, set different levels of learning 

objectives for individual differences of students, so that 

students can choose the content of their own learning 

according to their own actual situation; third, the introduction 

of elective courses, open different types of dance courses, so 

that students can learn according to their own actual situation; 

third, the introduction of optional courses, open different 

types of dance courses, let students learn according to their 

own actual situation. The third is the introduction of elective 

courses, offering different types of dance courses for students 

to choose according to their own interests and strengths; the 

fourth is the implementation of personalised counselling, 

providing targeted guidance and advice for students' specific 

problems. 

In addition, teachers should also pay attention to cultivating 

students' sense of creativity and practical ability, encouraging 

them to dare to break through the traditional constraints and 

express their unique opinions in dance creation and 

performance. Through the organisation of dance competitions 

and performances and other activities, students are provided 

with a platform to display their talents and stimulate their 

learning interest and potential. In short, in the teaching of 

university dance courses, pay attention to the individual 

differences of students and teach according to their abilities 

in order to really improve the teaching effect and cultivate 

outstanding dance talents. 

4.3. Integrate Modern Technology and Enrich 
Teaching Methods 

With the continuous development of science and 

technology, the application of modern technology in the field 

of education is becoming more and more extensive, which 

provides a new opportunity for the inheritance and innovation 

of university dance courses. Firstly, teachers can provide 

students with rich dance teaching resources through the online 

teaching platform, so that students can learn independently 

outside the classroom and improve the learning effect. 

Secondly, modern technological means can help teachers to 

better carry out teaching management and assessment, such 

as through the video monitoring system, real-time 

observation of students' dance movements, timely guidance 

and correction. In addition, the application of virtual reality 

technology can make students feel more intuitively the three-

dimensional spatial changes of the dance movements and 

improve the fun and interactivity of dance learning. At the 

same time, through social media and network platforms, it can 

strengthen the communication and cooperation between 

dance enthusiasts inside and outside the school, and promote 

the openness and sharing of dance courses. To sum up, 

integrating modern technology and enriching teaching means 

can not only improve the teaching quality of university dance 

courses, but also help promote the inheritance and innovation 

of dance education. 

4.4. Expanding Internal and External Co-
Operation to Enhance the Influence of 

Dance Courses 

In the teaching of university dance courses, inheritance and 

innovation are two indispensable aspects. Inheritance means 

passing on the excellent features and values on the basis of 

retaining the traditional teaching mode; while innovation 

means adding new teaching concepts and methods on the 

basis of tradition to adapt to the changes of the times. In 

practice, we need to pay attention to the following aspects. 

Firstly, strengthen teacher training and improve the 

comprehensive quality of teachers. Teachers are the key to the 

teaching process, and their professional quality and teaching 

ability directly affect the learning effect of students. Therefore, 

it is crucial to strengthen teacher training and improve 

teachers' teaching level. Secondly, pay attention to the 

individual differences of students and teach according to their 

abilities. Each student has his or her own unique 

characteristics and potential, and teachers should make 

different teaching plans according to the individual 

differences of students in order to give full play to the 

maximum potential of each student. Once again, incorporate 

modern technology to enrich teaching methods. The 

development of modern technology provides more 

possibilities and methods for teaching. For example, the use 

of multimedia teaching can let students understand the 

movements and skills of dance more intuitively; the use of 

network platforms can let students’ study and practice 

anytime and anywhere. Lastly, expanding cooperation within 

and outside the school enhances the influence of the dance 

curriculum. Schools can cooperate with dance groups, 

theatres, art schools, etc., and hold various dance 

performances, competitions and exchange activities to 

enhance the social influence and recognition of dance courses. 

At the same time, schools can also invite famous dancers to 

give lectures and teach in schools, so that students can be 

exposed to more advanced dance concepts and techniques. 

In conclusion, the inheritance and innovation of the 

teaching mode of university dance courses require the efforts 

of teacher training, attention to individual differences of 

students, the application of modern technology, as well as 

internal and external co-operation. Only in this way can the 

innovation and development of teaching be achieved on the 

basis of retaining the traditional teaching mode. 

5. Conclusion 

Inheritance is the cornerstone of the development of the 

teaching mode of dance courses, and we have studied the 

characteristics and value of the traditional teaching mode and 

explored its application in university dance courses. However, 

we also found problems and challenges in the process of 

inheritance, which need to be solved through innovation. 

Innovation is the driving force for the development of 

teaching modes in dance courses, and we proposed a new 

teaching mode and explored its application in university 

dance courses. Although we encountered some difficulties in 

the process of innovation, we took a series of 

countermeasures to ensure the smooth progress of innovation. 

Finally, we propose some specific strategies to promote the 

inheritance and innovation of the teaching mode of university 

dance courses. These strategies include strengthening teacher 

training and improving the comprehensive quality of teachers; 



 

54 

focusing on the individual differences of students and 

teaching according to their abilities; integrating modern 

technology and enriching the teaching means; expanding 

internal and external co-operation to enhance the influence of 

the dance courses, and so on. We believe that through the 

implementation of these strategies, the teaching mode of 

university dance courses will be better inherited and 

innovated, thus providing a better educational environment 

for the overall development of students. 

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