Hamblen問題策略在舞蹈藝術課程成效的探討

The Effectiveness of Using Hamblen Criticism Questioning Strategy in Dance Appreciation Courses

林泳瀠

《運動健康休閒學報》 3期 (2012/04) Pp. 186-196

https://doi.org/10.29961/JSHL.201204.0019

摘要

本研究旨在探討問題討論教學法對舞蹈藝術課程設計與教學的成效與影響。本研究依據多位專家對舞蹈的定義與舞蹈藝術課程的設計與研究，透過Hamblen問題策略的方法，進行四週的舞蹈藝術課程設計與教學。本課程設計分為知識、理解、應用、分析、綜合、評價等六個階段，並以基本知識講授、分組競賽、分組討論、動作實做與影片欣賞等方式進行問題探討的授課，並在課程進行中依據協同行動研究特質，採用研究者與課程TA協同行動研究的程序，進行過程的紀錄與結果的分析，並依此探討Hamblen問題策略於舞蹈藝術課程的設計與實施情形。本研究透過研究討論、訪談及觀察紀錄蒐集資料，發現Hamblen問題策略運用在舞蹈藝術課程可以達到增加學生知識廣度、聯想力，並達成合作學習的效果與提升學生多層次思考能力的目標。

關鍵字

合作學習 ； 協同行動研究 ； 表演藝術

並列摘要

This research is to explore and discuss effect and influence of the pedagogy to the design and instruction of dance-art course. In accordance with the dancing definition defined by many experts and the research and design result by dance-art course, this study is, through the method of Hamblen's criticism questioning strategies, holding a four-week dance-art course in design and instruction, the course of which was divided into 6 phases respectively as knowledge, comprehension, application, analysis, synthesis, evaluation. The instruction is using the fundamental knowledge, grouping competition, grouping discussion, practical action, and appreciation of film to conduct the question exploration. In the duration of the course, according to characteristic of the coordinative action research, we adopt the procedure of collaborative research within researcher and course TA, and study to proceed with an analysis on course's record and result and, by which, to explore Hamblen's criticism questioning strategies which is used in design and practice of the dance-art course. Through the record-collected data of research, discussion, interview, and observation, this study discovered that Hamblen's criticism questioning strategies used in dance-art course might accomplish the effect on increasing students' knowledge extent and associating force, and the target to enhance students' multi-level thinking capability.

並列關鍵字

art appreciation ； collaborative research ； cooperative learning