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

Abstract

The effect of cross-disciplinary integrated teaching on fostering the innovative ability of undergraduate dance performance education has not been studied in theory. Cognitively, cross-disciplinary integrated teaching is a kind of knowledge transformation mentioned in this paper, and the three dimensions of innovation ability are divided into variations in movement morphemes, unexpected connections, and expansion of physical expression. Therefore, it can be concluded that the two are linked by the organisation of cognitive schemas and knowledge transfer. Next, we will investigate how the organisation of cognitive schemas affects the representation of problems in creative thinking; how does knowledge transfer promote the ability for variation in movement morphemes; and what is the effect of multimodal cognitive tools on divergent thinking? Based on the above analysis, a teaching framework for cultivating students' innovative ability has been proposed; it will organise the curriculum according to the principle of interdisciplinarity, create an inspiring environment for students to be innovative in teaching and learning, and build an isomorphic system of integrated assessment. Based on the above research, in order to promote students' ability for innovation through interdisciplinary integration, the following three systematic measures should be taken: identify conceptual correspondences, create triggering conditions and reconstruct assessment dimensions.