作者:Shi Qian
院校:Department of international culture and communication, China
Chinese painting; innovative teaching methods; virtual reality; online collaboration; personalized learning; technology integration; cultural diversity; alternative assessment; teacher training
References
[1]Pan, H., & Wang, F. (2014). Reflections on integrating information technology with traditional Chinese painting teaching. Journal of Educational Technology Development and Exchange, 7(2), 42-46.
[2]Sisman-Ugur, O., & Ozdamli, F. (2019). Implementation barriers affecting the integration of technology into K-12 Chinese language arts teaching: A systematic review. Interactive Learning Environments, 27(8), 983-1001.
[3]Liu, T. C., & Yang, J. C. (2016). Personalised learning for Chinese paining with the integration of embodied interaction and mobile
technology. Educational Technology & Society, 19(1), 298-313.
[4]Zhao, W., & Shu, Y. (2021). Development strategy for art education of traditional Chinese painting in the era of artificial intelligence.
Frontiers in Psychology, 11, 598268.
[5]Romero, C., & Ventura, S. (2013). Educational data mining: A review of the state of the art. IEEE Transactions on Systems, Man, and Cybernetics, Part C (Applications and Reviews), 42(6), 790-808.
[6]Wang, F., & Hannafin, M. J. (2017). Design principles for data-driven learning analytics. Educational Technology Research and Development, 65(6), 1591-1620.
[7]Sullivan, M. (2012). The Arts of China (5th ed.). University of California Press.
[8]Li, S. (Ed.). (2016). Chinese Painting Techniques (Vol. 1). BetterLink Press.
[9]Wang, E., et al. (2017). The Elements of Chinese Painting. Yale University Press.
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