創造性舞蹈引導國中生自我認同之行動研究

The Action Research of Creative Dance to Lead Junior High School Students' Self-identity

賴昱璇(Yu-Hsuan Lai)

指導教授 ： 平珩

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(2011年)

https://doi.org/10.6835/TNUA.2011.00126

摘要

在艾瑞克森 (Erik H. Erikson，1902-1994) 的心理社會發展理論 (psychosocial developmental theory) 中，提及「自我認同」 (self-identity) 是青少年時期最重要的發展任務，特別在現今多元、家庭結構複雜化的社會，充斥著各式各樣的訊息與關係，要確立自身存在的角色與價值，「自我認同」之發展著實重要。認同的建立對於自身價值與生涯方向皆有正向的提升，因此，教師引導學生思考「我」之主體性有其必要與意義。

本研究採行動研究法，針對臺北市立晴天國中 (化名) 七年A班的32名學生 (男生17人、女生15人)，進行為期8週，每週1節課 (45分鐘) 之教學活動，以創造性舞蹈作為教學的模式，藉由肢體探索與遊戲式的教學活動來引導學生瞭解自己在時間、身體、空間與個人特質上的不同感受，以發展正向的自我認同。研究者根據教學省思日誌、錄影紀錄、學生學習單、課後問卷及研究諍友訪談與觀察紀錄進行資料蒐集分析，針對課程接受度、學生的「自我」學習成效及課程對學生自我認同之引導三方面進行分析與探究，以提出研究發現如下：
一、學生能接受創造性舞蹈課程中引導與自我探索的教學模式，並喜歡以遊戲的方式學習，且能接受課程中的各項挑戰，對於課程持有中上程度的接受能力。
二、學生能從知覺到自覺、分辨到瞭解，對於自我有不同的認識，透過與他人的互動看見自我定位，並能在體驗後自我檢視學習歷程，發展肯定自己的能力。
三、創造性舞蹈課程能引導國中生在自我認同上的正向發展，學生能在愉悅的探索過程中增加自我確定的狀態，且不受男女性別不同而有差異。

最後，研究者依據本研究之結論，對於相關教學者與後續研究提出建議，以作為創造性舞蹈課程教學與應用之參考。

關鍵字

創造性舞蹈,自我認同,青少年,課程設計,遊戲教學

並列摘要

According to Erik H. Erikson’s psychosocial developmental theory, the most important task during adolescence developmental period is self-identity. Especially in today with pluralistic society and complex family structure filled with various information and relationship, the development of self-identity is an important perspective on establishing self-presence. The establishment of self-identity will increase self-value and career direction positively. Therefore it is necessary and meaningful that instructors help students to think about the subjectivity of oneself.

32 seven-grade students in Ching-Tian (an alias) Junior High School in Taipei were participated to proceed 45 minutes weekly, totally 8 weeks teaching period. In order to improve students’ self-identity in positive way, the researcher used creative dance as teaching method guiding students to understand themselves in many aspects such as time, body, space and individual characteristics. Teaching method included body exploration and game-type learning activities. Course planning and teaching records, reflective journals, students’ assignments, questionnaire, and interviews were used for data gathering, the conclusion were as follow.
1.The teaching method of guiding and self-exploring in creative dance curriculum was acceptable by students. Game-type activities were more effective. They can take the challenge from the courses.
2.From perception to awareness, from recognition to understanding, students have different levels of self-understanding. Through the interaction with others, they can understand their self-identity. Furthermore, they can review their learning process to raise their self-affirmation.
3.Creative dance can lead junior high school students developing a positive self-identity and they can increase the self-certainly during the cheerful exploration. The differences of gender won’t affect the result of this research.

Based on the result from this research, we proposed some recommendations for further studies. Those valuable experiences and resources can be the useful references for further researchers and teachers on applying creative dance into teaching method.

並列關鍵字

creative dance,self-identity,adolescent,curriculum,play teaching method

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