The Impact of the Bai Ethnic Minority Intangible Cultural Heritage Teaching Model on College Students’ Ethnic Cultural Identity
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Abstract
Background and Aim: In the context of globalization, the protection and inheritance of intangible cultural heritage face significant challenges. As a key group of cultural inheritance, college students' national cultural identity enhancement is crucial. This study explores the impact of Bai intangible cultural heritage teaching models on college students' national cultural identity.
Materials and Methods: The study employed three constructivism-guided teaching models: scaffolding, anchoring, and random entry approaches. College students from different grade levels participated in the Bai intangible cultural heritage teaching program. Quantitative assessment measured students' national cultural identity levels, with statistical analysis evaluating effectiveness and comparing acceptance across grades.
Results: All three teaching models significantly improved students' national cultural identity levels (p<0.05). Anchoring teaching demonstrated the highest effectiveness (M=4.17), followed by random entry teaching (M=4.01). Significant differences emerged in teaching model acceptance among different grades, with lower-grade students showing greater preference for random entry methods.
Conclusion: The Bai intangible cultural heritage teaching model effectively realizes the transformation of national cultural identity from cognitive to behavioral levels through situational creation and practical experience. This research advances constructivist learning theory in cultural heritage education and provides a validated framework for higher education institutions to enhance cultural identity formation while preserving traditional heritage in globalized contexts.
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