Advancing Healthy Teaching Concepts in Chinese Painting Curricula at Higher Education Institutions: Opportunities in Biotechnology

Abstract

This study investigates faculty experiences in Chinese painting education at higher education institutions, focusing on the integration of healthy teaching practices and the use of technology. Emphasizing student-centered learning, faculty prefer active learning strategies such as discussions and demonstrations to enhance understanding and retention of artistic concepts. Technology plays a crucial role in enriching educational experiences, particularly in facilitating critique and feedback, though challenges related to access and technical support highlight the need for careful integration. The research also explores evolving assessment practices that extend beyond traditional exams to include practical skills and creative problem-solving, aligning with the specific objectives of Chinese painting courses. Effective communication of learning objectives is identified as essential, providing students with clear course goals and evaluation criteria. Additionally, creating an inclusive classroom environment is prioritized, fostering a space for respectful feedback and diverse perspectives, which is vital for student growth. Continuous and constructive feedback throughout the semester is emphasized as crucial for refining students' skills and sustaining motivation. The findings suggest that integrating biotechnological tools and approaches could significantly enhance teaching methodologies and student outcomes in Chinese painting education, aligning with modern educational trends towards personalized and adaptive learning environments.