Development and design of effective dance courses for grade 7 students in china using the omo concept

Abstract

With the gradual promotion of quality education by the Ministry of Education of China, the significance of dance courses in compulsory education has been elevated. However, challenges remain in their development and implementation, such as non-standardization and lack of systematization. To address these issues, this study aimed to: (1) employ an extensive range of instructional design theories and practices, integrating the Online-Merge-Offline (OMO) teaching model, to develop an effective and systematically designed dance course for Grade 7 students; and (2) evaluate the course’s effectiveness through expert review and validation. The research methodology comprised four stages: first, comprehensive documentation review.; second, detailed logical analysis; third, use of structured questionnaires; and fourth, expert assessments. The findings are summarized as folllows: (1) The integration of diverse instructional theories and methods facilitated the development of a Grade 7 dance course based on the OMO framework. The course objectives, content, and instructional tasks were meticulously aligned with national standards and followed a structured design process. The Item-Objective Congruence (IOC) analysis confirmed that the course met the designated learning and instructional targets. (2) e validation through expert focus groups confirmed that the developed course significantly enhanced students’ learning efficiency. In conclusion, the course aligns with national educational goals and nurtures the essential skills outlined in the Framework for 21st Century Learning, ensureings they are equipped with the competencies needed for future challenges. This study emphasizes the importance of scientifically designed dance courses and the necessity of modern teaching strategies that seamlessly merge online and offline learning.