THE APPLICATION AND CHALLENGES OF CRITICAL THINKING IN DANCE EDUCATION IN INNER MONGOLIA UNIVERSITIES

Abstract

This study aims to study the application and challenges of critical thinking in the teaching of dance majors at Inner Mongolian Universities, employing a multifaceted approach encompassing documentary, interviews, and observations, the study investigated the three most influential universities in Inner Mongolia that offered dance programs and conducted an in-depth analysis from the perspectives of educators and students.

The research findings that in the field of dance education in Inner Mongolia's universities, critical thinking is defined as a skill that enables students to go beyond mechanical dance performance. It encourages in-depth analysis, emotional understanding, questioning, and thoughtful consideration of dance works, fostering independent thinking and innovation. Methods for cultivating critical thinking include group discussions, literature research, reforming teaching approaches, and nurturing democratic teacher-student relationships. Designing tasks that promote thinking, such as cooperative learning and discussions, as well as building students' confidence and modifying the curriculum to include content related to critical thinking, are crucial. A SWOT analysis identifies strengths (cultural foundation), weaknesses (traditional models), opportunities (globalization), and threats (resistance to change). In summary, critical thinking contributes to deepening the understanding of dance works, improving dance skills, enhancing creativity, and promoting students' cross-cultural understanding and international exchange. However, there are also challenges. Overall, this research provides a comprehensive understanding of critical thinking in dance education in Inner Mongolian universities and holds significant guiding implications for improving dance education.