Integrating Field-Based Learning and Simpson’s Psychomotor Domain in Vocational Zhuang Dance Education
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Abstract
This article aimed to study 1) the development of a Zhuang dance instructional model integrating field-based learning with Simpson’s psychomotor domain, 2) the effectiveness of the model in improving vocational students’ choreographic skills and practical performance, and 3) students’ learning experiences, cultural understanding, and creative development during the instructional process. The sample consisted of 23 first-year vocational students selected through purposive sampling from Guangxi Vocational & Technical Institute of Industry. The instructional intervention was organized as a 16-activity course, moving from cultural experience and skill training to creative choreography and teaching practice. Research instruments included an Innovation Thinking Assessment Scale, a Fieldwork Assessment Scale, semi-structured interviews, reflective journals, and instructor reflection records. Quantitative data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, paired-sample t-tests, and Cohen’s d. Qualitative data were analyzed through thematic coding and then compared with Simpson’s psychomotor stages. Results showed that the instructional model provided a coherent sequence for transforming field observation into movement practice and choreographic creation. Students’ total learning outcome score increased from 73.57 (SD=11.65) to 105.52 (SD=14.28), and the paired-sample t-test indicated a statistically significant improvement, t(22) = 36.17, p < .001, with a large effect size. Gains were found in originality, fluency, flexibility, elaboration, folk-cultural knowledge, and collaborative communication. Qualitative findings further indicated that students moved from mechanical imitation toward culturally informed movement selection, expressive confidence, and more flexible choreographic decision-making. The study suggests that field-based learning and Simpson’s staged psychomotor progression can jointly support heritage transmission and creative skill development in vocational ethnic dance education.
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