Effects of Open Teaching Model on Dance-Major College Students’ Inquiry Skills and Learning Effectiveness

Abstract

Regarding the diversified reform of school education, cultivating students’ abilities is the primary task of the teaching trend. To enhance students’ learning effectiveness and have them present self-directed learning and lifelong learning skills, teachers should appropriately apply strategies to guide students’ self-directed learning. In this case, the role of teachers should be changed from major instructors to leaders of students’ self-directed learning. Dance-major college students in China are selected as the research objects. Total 142 valid samples are preceded the 16-week experimental teaching (total 32 sessions) with open teaching model for a term. The research results show that 1.students, through open teaching could achieve diversified effect on learning topics, 2.open teaching also induce dance-major college students’ inquiry skills and interests in thinking in the process with open learning strategies, and 3.teachers using open-ended questions, through problem-posing activities, could more deeply understand the correctness of dance-major college students applying connections to problems in knowledge and reality. According to the results to propose discussions and suggestions, it is expected to understand students’ learning progress, according to the lessons with open teaching model, to have students’ present problem-finding & problem-solving skills and promote students’ learning effectiveness for the reference for promoting open teaching model in the future.