Learning Environment, Teaching Strategies, and Participation Of Art Students in A China University

Abstract  – The project aimed to evaluate the relationship between the learning environment, teaching strategies, and student participation among art students in a Chinese university. Utilizing a combination of quantitative analysis, the study sought to assess the overall satisfaction of students with these key educational components. By analyzing various dimensions such as physical, social, and psychological environments, the research determined how these aspects contributed to student engagement and learning outcomes. Teaching strategies were examined to identify the effectiveness of methods employed by educators, focusing on the adaptability of strategies to meet the needs of students in creative fields. Additionally, the study investigated the levels of student participation, covering behavioral, emotional, and cognitive engagement. By gathering data through surveys and performing statistical analyses such as T-tests and ANOVA, the research offered insights into areas needing improvement, aiming to enhance both the quality of art education and the holistic development of students. This study was relevant for educators and institutions focused on optimizing teaching methods and learning environments for art students. The findings from this research provided a deeper understanding of how different aspects of the learning environment and teaching strategies influenced student engagement, particularly in art education. The insights gained guided educators in creating more dynamic and supportive learning environments that fostered creativity and critical thinking. Additionally, the study emphasized the importance of personalized teaching methods and the need for continuous adaptation to student needs. Ultimately, the research offered actionable recommendations for improving the overall educational experience of art students, ensuring they developed both academically and professionally.

Keywords – Learning Environment, Teaching Strategies, Student, Participation, Art Education

https://doi.org/10.70979/FAYR2921