Red Culture Integration and Challenges Among Pre-School Dance Education Teachers in China

Abstract – This study utilized descriptive research to determine the relationship between Chinese preschool teachers’ competence and professionalism. A total of 386 preschool teachers from China participated in this study. Most of the respondents were female, aged between 26-35 years old, with a bachelor’s degree and 6-10 years of work experience.  Cognitive, emotional, and behavioral integration of red culture is generally low, indicating a lack of engagement and appreciation for red culture among the respondents. Significant challenges exist in terms of teacher ability, curriculum, and classroom facilities, all of which hinder effective integration of red culture into children’s dance education. It is recommended that through training teachers, their participation and interaction skills in the classroom will be enhanced in order to increase students’ interest and motivation in learning. It is also recommended to optimize course design, adjust course content and teaching strategies according to students’ feedback and learning needs to ensure that course content is more attractive and practical, and use diverse teaching methods which will combine traditional teaching methods with modern technologies, such as online teaching platforms and multimedia tools, to meet the needs of students with different learning styles.

Keywords – Red culture, Chinese dance, preschool education, dance teaching; teaching challenges

https://doi.org/10.70979/WAWL4206