Exploring the Improvements of Dance Curriculum in Chinese Universities : - Based on the Comparison of China’s and UK’s Dance Curriculum - = 중국과 영국의 대학교 무용교육과정 비교연구

다국어 초록 (Multilingual Abstract)

The aim of this study is to explore improvements of dance curriculum in Chinese universities by comparing the literature on dance curriculum in China and the UK and by analysing the satisfaction of teachers and students in key universities in both countries.
This study compares the dance curriculum of 10 universities in China and the UK based on curriculum criteria, and conducts surveys on the perception and satisfaction of 263 dance teachers and 972 dance students in those universities.
The results of the study are shown below.
Firstly, a comparison of university dance curriculum documents shows that, in terms of learning objective, selection of learning experience, organization of the learning experience, Evaluation of learning experience and learning methods, China focuses on theoretical development of students' professional dance skills. On the other hand, in the UK, learning objectives, contents, and evaluations were presented considering employment after graduation of students in the dance field.
Secondly, a comparison of the curriculum documents of the major university dance curriculum shows that the learning objective is set with an emphasis on the development of professional talents and that there is not much difference between schools in China. In the UK, the emphasis is on cultivating application-oriented talents. In the selection of learning experience, China emphasises more on skill development for students, while the UK fully focuses on cultivating students' practical skills. In the organization of the learning experience, the ratios of lesson time for basic subjects in major Chinese universities are too high compared to elective subjects, while the UK's lesson time is more evenly distributed. In terms of learning experience evaluations, China emphases assessment of students' performance in final dance exam, while in the UK, the focus is not only on final grades, but also on grades evaluated during the course. In terms of learning methods, China favours classroom and theoretical teaching, while the UK approach focuses on practical teaching.
Thirdly, the results of the comparison of the satisfaction of teachers and students of the course in China and the UK show that the UK teachers' satisfaction of the learning objective, selection of learning experience, organization of the learning experience, learning experience evaluations, learning methods are higher than those of China. In addition, the satisfaction level of British students was also higher than that of Chinese students across all four elements.
Finally, in terms of improving Chinese university dance curriculum, this study argues that Chinese universities should adjust the previous direction of learning objective and focus on the personalised development of talents. In terms of the selection of learning experience, practical contents related to future careers should be increased. In terms of the organization of the learning experience, the proportion of course hours should be adjusted and the number of elective course hours should be appropriately increased. The evaluation of the learning experience should also emphasise students' opinions and increase students' participation. In terms of learning methods, the application of practical teaching methods should be intensified.
This study will serve as a cornerstone for the improvements of dance curriculum in China at the theoretical level and provide some literature basis for future scholars. At the practical level, it can help Chinese universities to improve the existing dance curriculum and optimise the direction of dance talent cultivation.

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Necessity and Background  1
• 2. Research Purpose 5
• 3. Research Questions 5
• Ⅱ. Theoretical Background 6
• 1. Concepts and Characteristics of Dance Studies 6
• 2. Dance Curriculum of Universities in China 9
• 3. Dance Curriculum of Universities in UK 20
• 4. Tyler’s Curriculum Model  31
• 5. Precedent Research Review on
• Comparison of Dance Curriculum 44
• Ⅲ. Research Methods 47
• 1.  Analysis Objects and Criteria  47
• 2. Research Participants 55
• 3. Research Procedure 57
• 4.  Research Tools 59
• 5. Data Collection and Analysis 63
• Ⅳ. Research Results 65
• 1. Comparison of National Policy
• Documents on Curriculum 65
• 2. Comparison of Dance Curriculum of Major Universities 78
• 3. Comparison of Teachers’ and
• Students’ Satisfaction and Perceptions 92
• 4. Improvement Points of University Dance
• Curriculum in China 109
• V. Discussion and Conclusion  115
• 1. Discussion 115
• 2. Conclusion 124
• 3. Limitations and Suggestions 128
• References 129
• Appendix 133
• 국문초록 139