Standardization and Ecology: Research on the Optimization Path of Hebei Yangko Course Teaching Mode in Local Universities

Meijing Qu; Sumathi Maniam Raj

doi:10.70088/fn7p0795

Authors

Meijing Qu City University Malaysia, Petaling Jaya, Malaysia Author
Sumathi Maniam Raj City University Malaysia, Petaling Jaya, Malaysia Author

DOI:

https://doi.org/10.70088/fn7p0795

Keywords:

Yangko, curriculum standardization, pedagogical ecology

Abstract

This study investigates the optimization pathways for the Hebei Yangko course teaching mode within local universities, focusing on the dynamic interplay between standardization imperatives and ecological responsiveness in curriculum delivery. Drawing on longitudinal classroom observations, instructor interviews, and student performance analytics across five regional institutions, the research identifies systemic tensions between centralized pedagogical frameworks and localized cultural, linguistic, and institutional conditions. Findings reveal that rigid adherence to standardized syllabi diminishes student engagement and expressive authenticity in Yangko---a traditional folk dance form deeply rooted in Hebei's agrarian heritage---while excessive decentralization leads to inconsistent learning outcomes and assessment validity. A balanced optimization model emerges, characterized by modular curriculum design, context-sensitive instructor training protocols, and iterative feedback loops integrating student voice, community practice, and institutional capacity. The proposed pathway prioritizes adaptive fidelity: maintaining core artistic and historical integrity while enabling regionally grounded adaptations in pacing, demonstration methods, and evaluation criteria. Implementation trials demonstrate measurable improvements in student retention, performative fluency, and cross-cultural awareness without compromising curricular coherence. This work contributes a replicable framework for reconciling national educational standards with place-based cultural pedagogy, offering actionable insights for arts education policy and teacher development in culturally diverse higher education settings.

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