The Survey of Student's Learning Interest in Multiple Teaching Methods in Art Theory Course in College, China
Abstract
Background and Aim: Art theory courses in China are essential for art students, but current teaching methods often lead to low engagement and difficulty in understanding abstract concepts. This study investigates the problems in existing teaching methods, analyzes students' learning interest in multiple teaching approaches across gender and majors, and provides suggestions for enhancing Art Theory courses.
Materials and Methods: The study surveyed 200 third-grade students majoring in art at Guangxi Normal University for Nationalities. Data was collected through a structured questionnaire and analyzed using descriptive statistics via SPSS to identify preferences for various teaching methods.
Results: Findings indicate that experiential teaching, case-based teaching, and multimedia methods were the most favored across gender and major distinctions. Current teaching methods were considered too traditional and abstract, failing to engage students. The survey revealed key areas for improvement, such as incorporating more interactive and practical learning experiences.
Conclusion: The study concludes that blending multiple teaching methods, particularly those focusing on experiential learning and multimedia, would better stimulate student interest and engagement in Art Theory courses. Recommendations for future research include investigating the long-term impacts of diverse teaching methods on student outcomes.
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