Technology Intervention and Knowledge Reconstruction ——Construction Path and Practical Exploration of Dance Virtual Teaching Research Office from the Perspective of Artificial Intelligence

Abstract

Current dance education largely relies on physical presence and verbal instruction with bodily demonstration. The digital transformation of teaching research offices encounters distinctive theoretical dilemmas and practical tensions. Drawing on the theoretical frameworks of phenomenology of technology and tacit knowledge theory, this paper analyzes the functional spectrum, operation mechanism, and knowledge reconstruction paths of artificial intelligence intervention in the development of dance virtual teaching research offices. The study reveals that artificial intelligence is not merely an instrumental enabler. Instead, it transforms the mode of knowledge production for dance teaching research via three pathways: motion datatization, experiential publicization, and collaborative knowledge production. Meanwhile, underlying tensions emerge, including the conflict between the irreplaceability of physical presence and stylistic diversity in dance education, as well as the squeezing of humanistic attributes of teaching by quantitative evaluation. For the sustainable development of dance virtual teaching research offices, we should adhere to the principle of “human-technology symbiosis”, orient technological design toward bodily ontology, reconstruct the evaluation paradigm through a dual-track mechanism, and foster an educational field via institutional innovation.