| 摘要: | 本研究旨在探討國小原住民學童參與舞蹈社團情意學習之成效
，研究者根據鍾聖校（2000）的「溝通理性感性教學模式」，設計本研究的創造性舞蹈教學活動，對新北市烏來國民中小學六年級的14位學童進行八週的舞蹈教學。為了解本研究的創造性舞蹈教學活動的實施結果，研究者以自編的「兒童情意態度問卷」、學童的「學習單與」、研究者的「教學省思日誌」、研究諍友的「訪談紀錄」等蒐集資料加以分析，藉以明瞭本研究的創造性舞蹈教學之教材對學童學習興趣的提昇及寬容、欣賞、尊重、關懷之情意態度的影響。
根據資料分析的結果與研究者的教學省思，本研究的發現如下：
一、運用情意領域教學為主，認知為輔的創造性舞蹈課程，對學童
的寬容、欣賞、尊重、關懷之情意態度有正向的影響。
二、設計創造性舞蹈教學之教材為主要教學內容，確實能提昇國小
原住民學童主動學習的意願。
研究者根據研究發現，提出相關的討論與建議，以作為未來國小情意教育之課程規劃、教學設計及研究的參考。
This research examines how of elementary school aboriginal children’s attending of dance mass organizations affects their learning effectiveness. The research is based on the Shengxiao Zhong’s (2000) “Communicative rational emotional teaching mode”, designed this research creative dance teaching activities, and was applied in teaching of fourteen 6 grade junior high school students during 8 weeks in New Taipei City, Wulai.
In order to understand the result of this creative dance research, the researcher designed a “Child affective attitude questionnaire”, student’s “learning participation”, researcher’s “teaching reflective journal”, the collected data is analyzed, for the purpose of better understanding how creative dance study materials affect students learning interest, tolerance, appreciation, respect and attitude.
According to the results of data analysis and teaching reflection, this research discovers the following:
1. Using affective domain of teaching, the creative dance class
supplements cognition, that affects positively children’s tolerance,
appreciation, respect, care and attitude.
2. Creative dance teaching materials designed as the main teaching
content that really improves the initiative of aboriginal elementary
school children to learn.
3. The researcher based on the results, provides recommendations
related to the future elementary school affective education as the
curriculum planning, instructional design and research information. |
