随着教育政策改革的全面开展，艺术教育在生活中得到了更广泛的关注，2022年中华人民共和国颁布了《义务教育艺术课程标准（2022版）》新课标扩大了艺术学科的种类，强化了艺术的教育功能，突出艺术核心素养。对于舞蹈而言首次将舞蹈学科列入义务教育课程标准中，是一次重要的课程改革。舞蹈学科科目框架以任务驱动为引导构成，并在不同学习阶段提出了符合该时段的任务要求，“风格舞蹈表演”是舞蹈学科“学习任务”中的一种。新课标以过程导向为主，强调了育人的总目标，重视课程的人文素养与创新意识，努力构建人类命运共同体意识。通过艺术课程培养学生尊重不同地区的文化和艺术形式，形成自身独特的艺术思维与艺术审美能力。区别于专业艺术教育，十年一改的新课标的提出的是一种纲领性的标准，目的是为了引领未来具体的课程实践。如何将新课标落实落好是在基层实践教师的教学任务。义务教育下如何开展一堂好的舞蹈课程，让学生们共同参与、共同舞蹈，是有必要讨论与解决的问题。

本文以义务教育艺术新课标为基础，首先探讨了艺术课程标准下舞蹈学科概念的内涵，其次依据新课标的要求制定了符合学科学习任务“风格舞蹈表演”的具体案例，运用维族、藏族两个民族的元素为引，选取藏族堆谐中的“退踏步”与维族“赛乃姆”动律中的“三步一踢”动作进行实践，最后得出了“风格舞蹈表演”任务实践的结论：在教案设计方面，第一，合理的动作选择、多样的动律处理强调舞蹈的感染力。第二，注重人文内涵，寻找到独特的审美情趣。第三，坚定文化自信，增强学生研究问题的能力。在教学实践方面的三点建议：第一是注重人人跳舞，关注学生当下的多样化兴趣。第二是专注自身，寻找到舞蹈独特的审美感觉，第三是科技引领，促进数字与知识的融合教学，为未来义务教育阶段的舞蹈实践提供参考。

Recent educational policy reform has attached widespread attention to art education in daily life. In 2022, the Ministry of Education published “the Curriculum Plan and Curriculum Standards for Compulsory Education (2022 Edition)” which expanded the types of art subjects and reinforced the educational function of art with an emphasis of primary role of core artistic literacy. As an important curriculum reform, it was the first time that dance was included in the curriculum standards. The frame work of dance subject is organized in a task-driven way with various tasks in different stages of learning which includes “style dance performance”. Featured with process orientation, the new curriculum highlights the overall goal of nurturing people emphasizing the humanistic literacy and aesthetic awareness of dance subjects. It also aims to foster the consciousness of building a community with a shared future for mankind. Students are expected to respect the culture and art form of different regions, and to form a unique artistic thinking and aesthetic ability. Different from professional arts education, the new curriculum standard changed after ten years is a programmatic standard to guide specific practice of curriculum in the future. Grassroots art teachers are responsible for implementing the curriculum in their teaching practice. Therefore, it is necessary to address how to implement a good dance lesson and involve students to dance together in the context of compulsory education.

Based on the new curriculum standard of art in compulsory education, this paper firstly discussed the connotations of the concept of dance subject under the art curriculum standard. Then, it designed a specific case of “style dance performance” according to the requirements of the new curriculum standard. This case was developed with the elements of the Uyghur and Tibetan ethnic groups as a lead-in, in which the “stepping back” in the Tibetan “Duixie” and “three steps and one kick” in the Uyghur “Sanam” dynamic rhythm was included. The results indicated that style dance performance is task-based. Specifically, in terms of instructional designs, dance lessons should follow the following suggestions: (1) Reasonable movement selection and diverse rhythm processing should be adopted to emphasize the infectivity of dance. (2) Teachers should pay attention to the humanistic connotation and find unique aesthetic taste. (3) Teachers should establish national concern and enhance students’ research ability. In terms of teaching practice, it informs dance teachers (1) to make dancing appealing to everyone and emphasize the diverse interests of students at present, (2) to focus on themselves and find the unique aesthetic feeling of dance and (3) to promote the integration of digital and content teaching drawing on technology innovations to provide reference for dance practice in the future.