Inheritance of Intangible Culture Based on Wireless Communication Network in College Dance Teaching

Introduction

College dance teaching is in a period of reform. Dance education students mainly study the basic theory and skills of dance education. Students develop their abilities in artistic expression, independent dance teaching, music and dance analysis, creativity, performance, and counseling. Through systematic curriculum and teaching practice, university dance education is committed to cultivating students’ all-around development, emphasizing improving their comprehensive quality and in-depth understanding of dance art. At the same time, with the changes in social needs and the development of the times, university dance education must constantly innovate to better adapt to future development trends and provide strong support for students’ growth and career development. College dance teaching should re-examine itself from the aspects of the educational system, educational advantages, and educational development, and make changes, from the original closed school education to an open social education, from a unilateral book knowledge–based education to a comprehensive education encompassing virtue, intelligence, body, aesthetics, and labor. For preschool education majors, dance is a required course (Wang & Zheng, 2020). Dance is an essential spiritual activity that conveys beauty; therefore, dance courses in colleges and universities should be diversified, combined with sports, minority dances, games, and other content, to strive to be close to students’ future careers and life, continuously improve the effectiveness of dance aesthetic education courses, and work hard to cultivate practical talents to meet the needs of social and economic development.

Moreover, college dance teaching belongs to the realm of higher education (Guo, 2020). Students are admitted to the school after the college entrance examination, and their age is similar to that of undergraduate students. After graduation, they will have various jobs and adapt their minds to different working environments (Schupp, 2010). Therefore, colleges and universities should pay close attention to aesthetic education, offering diversified dance courses to improve students’ overall quality and train them in artistic quality. They should also cultivate students’ creativity, enhance their adaptability and learning ability, and strengthen their competitiveness. This approach is practical for students’ later life and career planning.

Diversified dance aesthetic education courses are an inevitable requirement for social progress and all-around economic development (Ma & Guo, 2019). The continuing reform of universities’ dance curricula has gradually revealed the disadvantages of the previous education mode. For example, some universities only want to expand students’ resources without paying attention to the quality of their education, resulting in increased employment pressure for some students after graduation (Chu & Feng, 2021). Therefore, universities have begun to pay attention to students’ multi-directional development to avoid and overcome all kinds of drawbacks. For example, dance is a required course in preschool education. When taking dance courses, teacher-led theoretical education turns to practical education with students’ development as the leading factor, paying more attention to cultivating students’ creative spirit, thinking, and ability (You, 2009). Therefore, the teaching mode for dance courses has changed from simplification to diversified development, focusing on developing students’ aesthetic education. In addition, students are encouraged to face society, create innovative teaching methods and curricula, and design a dance curriculum model for students’ lifelong development. Under the diversified development of the dance curriculum mode, preschool education majors in colleges and universities take dance classes.