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題名：同儕合作學習策略在創造性舞蹈學習成效及人際溝通之研究
書刊名：嘉大體育健康休閒
作者：黃彩玉
作者(外文)：Huang, Tsai-yu
出版日期：2017
卷期：16:1
頁次：頁86-97
主題關鍵詞：合作學習；人際溝通；創造性舞蹈；Cooperative learning；Creative dance；Interpersonal communication
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:34
  • 點閱點閱:6
目的：探討同儕合作學習策略對不同能力學生在創造性舞蹈學習成效及人際溝通之影響。本研究採立意取樣以國中創造性舞蹈學習學生60 名為研究對象。方法：為實驗研究法，以二因子變異數分析並以同質性考驗兩組教學在創造性舞蹈學習技能學習成效之統計資料。以隨機分派方式，將受試者分別接受小組學習及同儕合作學習二種不同教學法。課程十週結束後再檢測技能及人際溝通之學習成效。結果：發現學生在同儕合作學習組後測成績在學習結果更加進步。同儕合作學習組，高能力學生雖然皆比低能力的學生優越。然而，以後測成績比較，低能力的學生卻顯著的比高能力學生更加進步。學生透過同儕合作學習的情境下，低能力的學生在學習成效皆明顯的提升。另外，在人際溝通方面，同儕合作學習組在「自我表露 self-expression」、「人際知覺Awareness of Interpersonal relationship」、「自我肯定Self-affirmation」、「Reasoning reaction 同理反應」、「Total score 全量表」有立即提升的效果。結論：在同儕合作學習情境下，提升學生學習成效及人際溝通方面的效果。低能力的學生後測成績顯著的更加進步。同儕合作學習情境下，對於創造性舞蹈學習及人際溝通成效值得未來創造性舞蹈學習之參考。
Purpose: To investigate the effects of peer-tutoring cooperative learning for different ability student during a creative dancing program on achievement and interpersonal communication.. Methods: A 2x2 factorial design study. Total 60 junior high school students from a purposive sampling, classified as high and low ability, were randomly assigned to two treatments. After students completed 10 weeks creating dance program, a dance skill performance and interpersonal communication posttest was delivered. Results: Students working peer-tutoring cooperative learning treatment significantly outscored those grouping learning. On interaction factor, students working peer-tutoring cooperative learning treatment, low ability students were significantly outscored than those grouping student condition. In addition, the results revealed that students in peer-tutoring cooperative learning conditions with self-expression, awareness of interpersonal relationship, self-affirmation, reasoning reaction, and total score were promotion on interpersonal communication. Conclusions:.Students working peer-tutoring cooperative learning treatment significantly outscored those no cooperative learning on achievement and interpersonal communication. Low-ability students working peer-tutoring cooperative learning treatment were significantly outscored than those grouping student condition. The implications for peer-tutoring cooperative learning use of motivation strategies for creative dancing and future research were discussed.
期刊論文
1.Simsek, A.、Tsai, B.(1992)。The impact of cooperative group composition on student performance and attitudes during interactive videodisc instruction。Journal of Computer-Based Instruction，19(3)，86-91。  new window
2.Beane, W. D.、Lemke, E. A.(1971)。Group variables influencing the transfer of conceptual psychology。Journal of Educational Psychology，62(3)，215-218。  new window
3.洪新來(20070300)。獎勵結構與親和力在合作學習成效之研究。體育學報，40(1)，93-104。new window  延伸查詢new window
4.Sharan, S.(1980)。Cooperative learning in small groups: Recent methods and effects on achievement, attitudes, and ethnic relations。Review of Educational Research，50(2)，241-271。  new window
5.鄭麗媛(20080900)。合作學習與訊息策略運用對韻律體操動作技能學習成效之影響。體育學報，41(3)，69-79。new window  延伸查詢new window
6.Barker, D.、Quennerstedt, M.、Annerstedt, C.(2015)。Learning through group work in physical education: a symbolic interactionist approach。Sport, Education and Society，20(5)，604-623。  new window
7.Bodsworth, H.、Goodyear, V. A.(2017)。Barriers and facilitators to using digital technologies in the Cooperative Learning model in physical education。Physical Education and Sport Pedagogy，22(6)，563-579。  new window
8.Bowman-Perrott, L.、Davis, H.、Vannest, K.、Williams, L.(2013)。Academic benefits of peer tutoring: A meta-analytic review of single-case research。School Psychology Review，42(1)，39-55。  new window
9.Casey, A.、Goodyear, V. A.(2015)。Can cooperative learning achieve the four learning outcomes of physical education? A review of literature。Quest，67(1)，56-72。  new window
10.Cervantes, C. M.、Lieberman, Lauren J.、Magnesio, B.、Wood, Julie(2015)。Peer tutoring: Meeting the demands of inclusion in physical education today。Journal of Physical Education, Recreation & Dance，84(3)，43-48。  new window
11.Fernandez-Rio, J.、Sanz, N.、Fernandez-Cando, J.、Santos, L.(2017)。Impact of a sustained cooperative learning intervention on student motivation。Physical Education and Sport Pedagogy，22(1)，89-105。  new window
12.Latane, B.、Williams, K.、Harkins, S.(1979)。Many hands make light work: The causes and consequences of social loafing。Journal of Personality and Social Psychology，37，822-832。  new window
13.Lemonia, D.、Dimitris, G.(2016)。Cooperative learning as a preference of adolescent students: The case of dance activities。Academic Journal of Interdisciplinary Studies，5(3, S1)，478-481。  new window
14.Sheryle, B.(1995)。Creative dance in education curriculum: Justifying the unambiguous。Canadian Journal of Education Toronto，20(3)，156-165。  new window
15.張中煖(19960700)。創造性舞蹈教學與拉邦動作分析要素之運用。臺灣省學校體育，6(4)=34，45-51。  延伸查詢new window
16.葉秀煌(20110300)。同儕互動回饋策略在合作學習情境下對木球學習成效與動機之研究。體育學報，44(1)，131-144。new window  延伸查詢new window
會議論文
1.劉淑英(2002)。由創造出發、遊戲完成的肢體觀：創造性舞蹈在幼稚園課程中出探與實踐。國際兒童教育協會中華民國分會幼兒多元學習研討會，1-24。  延伸查詢new window
學位論文
1.許慧如(2000)。人際溝通自我調整訓練課程對增進國小資優生人際溝通能力之成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.黃朝嘉(2009)。同儕教導訓練模式在精熟學習與合作學習情境下對高爾夫球推桿技能學習成效之研究(碩士論文)。國立嘉義大學。  延伸查詢new window
圖書
1.Owens, D.、Bunker, L. K.(1995)。Dance to success。Champaign, IL：Human Kinetics Publishers, Inc。  new window
其他
1.Huddy, William Patrick(2012)。A meta-analytic review of cooperative learning practices in Higher Education: A human communication perspective。  new window
圖書論文
1.Dyson, B.(2005)。Integrating Cooperative Learning and Tactical Games Models: Focusing on Social Interactions and Decision-Making。Teaching Games for Understanding: Theory, Research, and Practice。Champaign, IL：Human Kinetics。  new window
2.Johnson, D. W.、Johnson, R. T.(1993)。Cooperative learning and feedback in technology-based instruction。Interactive instruction and feedback。Englewood Cliffs, NJ：Educational Technology Publications。  new window
 
 
 
 
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