Dance Curriculum Reform Based on the Concept of Outcome-Based Education: Enhancing Students' Creativity and Social Adaptability
Keywords:
outcome-based education, creativity, social adaptability, dance education, quasi-experimental design, curriculum reform, Torrance tests of creative thinking, social adaptability questionnaireAbstract
This study investigates the effects of an Outcome-Based Education (OBE) framework on enhancing creativity and social adaptability among undergraduate dance students. A quasi-experimental design was employed with 60 students from Qilu Normal College, divided equally into experimental and control groups. The experimental group participated in a 16-week OBE-focused dance curriculum, while the control group followed traditional teaching methods. Pre- and post-assessments using the Torrance Tests of Creative Thinking (TTCT) and the Social Adaptability Questionnaire (SAQ) were conducted to measure changes in creativity and social adaptability. The findings revealed that the experimental group showed significant improvements in both creativity and social adaptability compared to the control group, confirming the effectiveness of the OBE curriculum. Moreover, a strong positive correlation was identified between creativity and social adaptability, suggesting that fostering creative thinking also enhances students' ability to adapt to complex social situations. This study provides valuable insights into the role of OBE in dance education and its potential to foster holistic student development, offering practical recommendations for curriculum reform.
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