An innovative study of art teaching strategies for preschool children based on big data analysis
To understand the relationship between art teaching strategies and innovative development in preschool children. In this paper, using a sample-control research design, 2 middle classes of a kindergarten were selected as experimental and control classes to test the changes of children on these 5 dime...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Sciendo
2024-01-01
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| Series: | Applied Mathematics and Nonlinear Sciences |
| Subjects: | |
| Online Access: | https://doi.org/10.2478/amns.2023.2.00177 |
| _version_ | 1797340813663928320 |
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| author | Zhao Junchao Tao Zhengwei |
| author_facet | Zhao Junchao Tao Zhengwei |
| author_sort | Zhao Junchao |
| collection | DOAJ |
| description | To understand the relationship between art teaching strategies and innovative development in preschool children. In this paper, using a sample-control research design, 2 middle classes of a kindergarten were selected as experimental and control classes to test the changes of children on these 5 dimensions after the art teaching was carried out, based on no significant differences in the 5 dimensions of the pre-test of innovative thinking test (drawing), namely originality, fluency, delicacy, title, and contemplation. The k-means algorithm in big data was also used to help analyze the effect of art instruction on innovativeness in preschool children. The k-means algorithm analysis revealed that in comparing between-group and within-group differences, there was a significant difference between the control and experimental classes in originality F of 6.65 and a borderline significant F of 3.94 in the dimension of title abstraction. The F values of fluency, originality, titleless, delicacy, and resistance to premature closure (contemplation) in the time dimension were 13.40, 17.84, 3.57, 21.04, and 14.60, respectively. The results found that the dimensions of fluency, originality, captioned abstraction, delicacy, and resistance to premature closure (contemplation) were significantly higher for the posttest children than for the pretest, and the dimensions of innovativeness were significant for both time and class interactions. Thus, there is a correlation between art instruction and innovative thinking development in preschool children. |
| first_indexed | 2024-03-08T10:08:48Z |
| format | Article |
| id | doaj.art-7af6b09209254edd94b41fc01cd01cfd |
| institution | Directory Open Access Journal |
| issn | 2444-8656 |
| language | English |
| last_indexed | 2024-03-08T10:08:48Z |
| publishDate | 2024-01-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Applied Mathematics and Nonlinear Sciences |
| spelling | doaj.art-7af6b09209254edd94b41fc01cd01cfd2024-01-29T08:52:29ZengSciendoApplied Mathematics and Nonlinear Sciences2444-86562024-01-019110.2478/amns.2023.2.00177An innovative study of art teaching strategies for preschool children based on big data analysisZhao Junchao0Tao Zhengwei11Faculty of Teacher Education, Hechi University, Hechi, Guangxi, 546300, China.2School of Fine Arts and Design, Hechi University, Hechi, Guangxi, 546300, China.To understand the relationship between art teaching strategies and innovative development in preschool children. In this paper, using a sample-control research design, 2 middle classes of a kindergarten were selected as experimental and control classes to test the changes of children on these 5 dimensions after the art teaching was carried out, based on no significant differences in the 5 dimensions of the pre-test of innovative thinking test (drawing), namely originality, fluency, delicacy, title, and contemplation. The k-means algorithm in big data was also used to help analyze the effect of art instruction on innovativeness in preschool children. The k-means algorithm analysis revealed that in comparing between-group and within-group differences, there was a significant difference between the control and experimental classes in originality F of 6.65 and a borderline significant F of 3.94 in the dimension of title abstraction. The F values of fluency, originality, titleless, delicacy, and resistance to premature closure (contemplation) in the time dimension were 13.40, 17.84, 3.57, 21.04, and 14.60, respectively. The results found that the dimensions of fluency, originality, captioned abstraction, delicacy, and resistance to premature closure (contemplation) were significantly higher for the posttest children than for the pretest, and the dimensions of innovativeness were significant for both time and class interactions. Thus, there is a correlation between art instruction and innovative thinking development in preschool children.https://doi.org/10.2478/amns.2023.2.00177sample-controlf valuesinnovative researchthinking testk-means algorithm97c40 |
| spellingShingle | Zhao Junchao Tao Zhengwei An innovative study of art teaching strategies for preschool children based on big data analysis Applied Mathematics and Nonlinear Sciences sample-control f values innovative research thinking test k-means algorithm 97c40 |
| title | An innovative study of art teaching strategies for preschool children based on big data analysis |
| title_full | An innovative study of art teaching strategies for preschool children based on big data analysis |
| title_fullStr | An innovative study of art teaching strategies for preschool children based on big data analysis |
| title_full_unstemmed | An innovative study of art teaching strategies for preschool children based on big data analysis |
| title_short | An innovative study of art teaching strategies for preschool children based on big data analysis |
| title_sort | innovative study of art teaching strategies for preschool children based on big data analysis |
| topic | sample-control f values innovative research thinking test k-means algorithm 97c40 |
| url | https://doi.org/10.2478/amns.2023.2.00177 |
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