From Imitation To Creation: Exploring A Stepwise Training Path For Primary School Calligraphy Creative Ability Supported By Digital Intelligence Technology

Amidst the wave of digital intelligence driving profound transformations in education, calligraphy instruction is undergoing a critical transition from traditional brush-and-ink paradigms to human-machine collaboration and data-driven approaches. To address core, long-standing issues such as the disconnection between imitation and creative expression and the lack of intrinsic student motivation, this study constructs a four-stage, stepwise training framework for developing calligraphy ability 'from imitation to creation.' This framework systematically supports the progressive development of competencies—'precision foundation,' 'structural understanding,' 'transition through character collection,' and 'stylistic germination'—by leveraging technologies such as intelligent feedback, structural analysis, digital character libraries, and style simulation. Aligned with this framework, the research designs four corresponding classroom organizational models:'intelligent diagnostics,' 'inquiry-based deconstruction,' 'virtual creation,' and 'stylistic experimentation.' It also promotes the transformation of the teacher's role into that of a technology collaborator, process facilitator, and scenario designer, while simultaneously circumventing potential pitfalls such as technological over-reliance and the trivialization of learning. Consequently, the evaluation system shifts from a singular focus on outcome assessment to a multidimensional, dynamic data portfolio. This portfolio integrates technical, aesthetic, and literacy indicators, forming a traceable 'digital portrait of calligraphy.' Practice demonstrates that this pathway can systematically enhance students' calligraphy skills, creative consciousness, and cultural comprehension, providing an operable paradigm for innovating calligraphy education in the digital intelligence era.