THE DEVELOPMENT OF LEARNING ACHIEVEMENT IN PEACOCK DANCE PRACTICAL SKILLS BASED ON DAVIES' TEACHING CONCEPT OF HIGH SCHOOL STUDENTS IN PU'ER CITY, JIANGCHENG DISTRICT

Abstract

This study proposes a curriculum design framework to enhance practical skills and cultural understanding of peacock dance among high school students in Jiangcheng County, Pu'er City, Yunnan Province. Grounded in Davies’ practice-based skill acquisition theory, the research employs a qualitative methodology encompassing instructional design, expert validation, and theoretical synthesis. It addresses pressing challenges in traditional dance education, such as teacher-centered instruction, inadequate assessment structures, and the marginalization of ethnic dance in formal curricula. Integrating 21st-century teaching strategies, including self-directed learning, interactive methods, heuristic guidance, and tiered instruction, the proposed curriculum incorporates indigenous movement vocabulary, cultural symbolism, and performance aesthetics. Instructional coherence and cultural appropriateness were ensured through Item-Objective Congruence (IOC) analysis and thematic focus group discussions with experts, without direct student experimentation. Findings affirm the theoretical validity and pedagogical potential of applying Davies’ five-step model: demonstration, decomposition, guided practice, feedback, and integration, in the context of folk dance education. The study offers a culturally responsive curriculum model aligned with contemporary educational standards, serving as a reference for future program development and promotes the sustainable integration of intangible cultural heritage in school arts education.

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