運用自我調整學習策略於高中舞蹈班芭蕾課之成效

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Title:	運用自我調整學習策略於高中舞蹈班芭蕾課之成效 The Use of Self-regulated Learning Model of Teaching In Ballet class effect
Authors:	郭奕彤
Contributors:	舞蹈學系
Keywords:	自我調整學習芭蕾 self-regulated learning ballet
Date:	2016
Issue Date:	2016-08-18 13:48:48 (UTC+8)
Abstract:	研究者以台北市復興高中舞蹈班一年級學生為研究對象，進行個案研究，在課後中進行自我調整學習策略的教學，並透過參與觀察、文獻探討、晤談、文件蒐集的方式，去探討自我調整學習策略於芭蕾課堂中的影響以及學生學習歷程，和其學習成效。本研究結果如下：一、運用自我調整學習策略，學習者在課堂中提高學習成效以及自我練習的效率。二、透過自我調整學習循環模式，學習者設定自我目標並且實踐，在歷程中修正與監控自己的學習歷程，以達到學習成效。三、透過自我調整學習策略中的同儕競爭，使學習者增加企圖心，要求自我有更好的表現，於課堂中積極的改進。四、運用自我調整學習策略，學習者在課堂中有目的去修正自我不足的部分，並且更專注於課程的學習。五、在課後練習時，運用自我調整學習策略，使學習者對於自我訂定的目標能夠具有更高的自我約束力，比較不受他人影響。六、藉由自我調整學習，使學習者之學習心態積極正面，提升學習芭蕾的興趣及意願。 The purposes of this study are explore the self-regulated learning of an senior high school student learning ballet effect, this study adopted qualitative research method to collect and analyze data . The data were collected from classroom observation, interviews, and related documents. The results of this study are as follows： 1. Self-regulated learning was helpful for the students to gain learning efficiency and self-efficiency. 2. Students desired for active participation, real reflecting, setting useful learning goals and strategies, and monitoring themselves to perform would affect the effects of self-regulated learning. 3. Self-regulated learning increased students ambition, improved self requirements. 4. Self-regulated learning assisted students to concentrate on study, and to help students understand their learning, gained their learning ability. 5. After-school self-practice, self-regulated learning assisted students self-discipline, to focus on study. 6. Self-regulated learning bring students a positive attitude , made them show interest and willingness to enhance learning ballet.
Appears in Collections:	[Department of Dance & Graduate Institute of Dance ] thesis

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