Chinese calligraphy, a vital carrier of traditional culture, extends beyond technical skill acquisition to cultivate cultural identity and aesthetic literacy. This study explores a tripartite pedagogical model—the "Eye, Mind, Hand" (EMH) model—through a fourth-grade soft-brush calligraphy lesson focused on the radical “日” (rì, sun). The EMH model integrates visual appreciation (uncovering aesthetic essence), cognitive contemplation (decoding structural principles), kinesthetic execution (technical internalization), and creative synthesis (cultural embodiment). Empirical evidence demonstrates its efficacy in resolving students’ structural imbalances and erratic strokes, significantly improving writing quality and cultural awareness. Calligraphy education must transcend rote practice, activating cultural heritage through an iterative cycle of “observation-contemplation-practice-creation”. This approach supports moral education and holistic development in contemporary pedagogy.
Yingji et al. (Tue,) studied this question.