The Impact of Interdisciplinary Integrated Teaching on Innovation Ability in Undergraduate Dance Performance Education

Abstract

The role of interdisciplinary integrated teaching in fostering innovation ability within undergraduate dance performance education remains lacking in clear theoretical explanation. From a cognitive perspective, this study defines interdisciplinary integrated teaching as a mechanism of knowledge transformation and deconstructs innovation ability into three dimensions: variation of movement morphemes, unexpected connections, and expansion of physical expression. It further demonstrates that these two constructs are linked through cognitive schema reorganization and knowledge transfer. The analysis then examines how cognitive schema reorganization transforms the representation of creative thinking problems, how knowledge transfer stimulates the capacity for movement morpheme variation, and how multimodal cognitive tools reshape divergent thinking patterns. Based on these analyses, a teaching framework for promoting innovation ability is constructed, which includes the curriculum organization logic based on the principle of interdisciplinary interaction, the design of innovation-triggering conditions in teaching interaction, and the isomorphic relationship of integrated assessment orientation. The study indicates that promoting innovation ability through interdisciplinary integration requires systematic arrangements at three levels: identification of conceptual correspondences, embedding of triggering conditions, and reconstruction of assessment dimensions.