Evaluation of the Teaching Model Innovation and Inheritance Effectiveness of Arts and Crafts Skills Entering Schools under the Concept of Living Heritage

Abstract

The integration of arts and crafts skills into school curricula faces challenges such as weak connection between teaching content and craft practice, insufficient teacher training, and lack of specialized pedagogical models. Under the concept of living heritage, this study examines 480 students from eight primary and secondary schools and implements a four-stage teaching model covering experience, immersion, innovation, and evaluation. The methods include school-based curriculum design for skill transmission, integration of teacher-apprentice co-creation with contextual learning, digital handcraft simulation and digital work-process archives, and quantitative assessment using inheritance ability questionnaires and work innovation scores. The results show that students in the experimental group achieve a 42.6% improvement in skill mastery, a 38.4% higher work innovation score than the control group, and a 36.7% increase in cultural understanding. Teacher-student interaction frequency and classroom satisfaction also improve significantly. The concept-driven teaching approach enhances student motivation, supports skill innovation, and promotes sustainable transmission of arts and crafts in educational settings, including textile-related craft education.