舞動敦煌˙自在生命—成人自我導向舞蹈學習之研究

Dancing Dunhuang – A Study of Self-Directed Adult Dance Learning

黃靜蘭(Ching-Lan Huang)

指導教授 ： 余盺晏

國立臺北藝術大學/文化資源學院學術論文/藝術與人文教育研究所/碩士(2012年)

https://doi.org/10.6835/TNUA.2012.00038

摘要

終身學習已成為全球教育共同推動的目標， 自我導向學習是符合成人學習特質的一種終身學習模式，應加以推廣並拓展其應用範圍，以因應未來的發展趨勢。另外，在倡導全民美育與提升國民文化藝術素養和生活品質的同時，也應重視成人的藝術學習的需求與發展。本研究目的在探討成人自我導向舞蹈學習歷程，分別從學習動機、障礙因素、促進途徑等層面進行分析與探討，所得結論歸納如下：
一、成人參與舞蹈學習的動機為：(1)身心健康；(2)自我實現；(3)藝術與美感；(4)休閒活動；(5)人際交流等。
二、影響成人自我導向舞蹈學習的障礙因素為：(1)身體機能老化、學習能力衰退等生理因素；(2)情緒壓力、自信心低落等心理因素；(3)自我導向能力不足的因素；(4)家庭任務與角色的衝突等社會因素。
三、促進成人自我導向舞蹈學習的途徑為：(1)自主學習團體；(2)多元化藝術介入；(3)促進者(教師)引導；(4)參與展演活動。

關鍵字

成人學習 ； 自我導向學習 ； 舞蹈學習 ； 自主學習團體

並列摘要

Lifelong learning has become the goal to jointly promote global education. Self-directed learning is consistent with the characteristics of adult learning a lifelong learning mode, that should expand the scope of application to the future development trend. In addition, at the same time promotion of universal aesthetic, elevate people's artistic cultural literacy and quality of life, but also should pay attention to the needs and development of adult arts learning.
The purpose of this study was to explore the self-directed adult dance learning process. The conclusions are summarized as follows:
1.Adult dance learning motivation as follows: (1) physical and mental health; (2) self-realization; (3) art and esthetic; (4) leisure activities; (5) interpersonal.
2.Impact of adult self-oriented dance learning barriers as follows: (1) physical function of agings; (2) imotional stress, low self-confidence; (3) lack of self-directed learning ability; (4) household tasks and role conflict.
3.Way to promote adult self-oriented dance learning: (1) autonomous learning group; (2) diversification of art intervention; (3) Support of teachers; (4) Participating in the performance.

並列關鍵字

adult learning ； self-directed learning ； dance learning ； autonomous learning group

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