A study on the adaptability of the BOPPPS teaching model in art skill courses in colleges and universities—Taking vocal music courses for preschool education as an example
Zhiyan Liu
Nanchang Institute of Technology/Sehan University
Seungjin Lee
Sehan University
DOI: https://doi.org/10.59429/bam.v8i2.14512
Keywords: BOPPPS teaching model; art skill courses; preschool education; vocal music teaching; blended teaching
Abstract
The BOPPPS teaching model is goal-oriented, emphasizes participatory learning and closed-loop feedback, and is highly compatible with the practical attributes of art skill courses. Taking the vocal music course for preschool education majors as the research object, this paper analyzes the current problems in teaching such as vague objectives, single methods and lagging evaluation, explores the adaptive paths of the BOPPPS model in the six links of bridge-in, objective, pre-assessment, participatory learning, post-assessment and summary, and constructs a modular teaching framework suitable for art skill courses. Research shows that the BOPPPS model can effectively improve classroom participation, strengthen the integration of skill training and teaching practice, and provide a referable paradigm for the reform of art skill courses in colleges and universities.
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