JOURNAL ARTICLE
Keywords: ARCS (Attention-Relevance-Confidence-Satisfaction）Motivation Model; Root-Carving Intangible Cultural Heritage; Township primary school; Art Education Path, Multivariate Cross Learning Motivation
Abstract: This study cites the ARCS motivation model theory framework and takes the Second Primary School in Chuncheng Street, Yangchun, Guangdong Province, as the research object. The root-carving of intangible cultural heritage is integrated into the art classroom of township primary schools for experimental teaching, supplemented by a questionnaire survey method for sampling investigation. Research has found that current students have a limited understanding of the roots of intangible cultural heritage. However, creating root-carving art works in the form of calligraphy, allowing students to use clay instead of carving and shaping methods, and experiencing the charm of root-carving intangible cultural heritage can effectively increase learning interest, improve hands-on production ability, and improve creative expression ability. This study suggests that the integration of the root-carving of intangible cultural heritage calligraphy forms into art teaching methods still has certain limitations. Therefore, teaching optimization strategies are proposed, including improving teachers' knowledge and skills in root-carving intangible cultural heritage culture; carrying out resource sharing through O2O service models for schools and local cultural centers; adopting flexible and diverse teaching methods to cultivate students' interest in intangible cultural heritage; and expanding the content of primary school art textbooks.
Article Info: Received: 03 Jan 2024, Received in revised form: 08 Feb 2024, Accepted: 19 Feb 2024, Available online: 28 Feb 2024
DOI: 10.22161/ijtle.3.1.3
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