有效的同儕合作示範策略對舞蹈學習成效之研究

The Effects of Peer Modeling and Cooperative Learning on Dance Achievement and Interaction

廖敏淑(Min-Shu Liao)

《屏東教大運動科學學刊》 9期 (2014/07) Pp. 117-136

摘要

目的：在探討有效的示範模式與合作學習策略對不同能力舞蹈學習者在學習成效與互動行為的影響。以南部某大專院校學生共6班120人為實驗對象。方法：為實驗研究法，採2*3*2因子設計，以量化與質性訪談蒐集資料。以隨機分派方式，將不同能力受試者分別接受教師示範模式，同儕示範模式與視覺影像示範模式三種不同實驗設計。本研究採三因子變異分析與雪費的多層考驗比較分析資料。結果：在合作學習情境下的學習效果，比單獨一人的學習更好。學生無論是在教師示範模式或同儕示範模式的教學模式下，皆比視覺影像示範模式下更有效益。然而，在教師示範模式或同儕示範模式的教學模式下，並無顯著的差異。在合作學習情境下，對能力高的學生言，教師示範模式對學生的學習效益有較佳的影響。然而，對能力低的學生言，教師示範模式或同儕示範的教學模式，並無顯著的差異。有關互動行為結果指出互動次數高者在舞蹈技能成效表現上，較活動次數低者為佳。在預測學習成效與互動行為的關係上，結果顯示有兩種學伴互動行為類別：給對方示範動作及鼓勵對方與正面學習成效有顯著的關係。結論：同儕示範模式的合作學習策略運用對提昇低能力的學生學習成效與互動行為上值得未來舞蹈教學之參考。

關鍵字

觀察學習 ； 教學模式 ； 小組學習

並列摘要

Purpose: To examine the effects of demonstration modeling and cooperative learning strategies dring different ability composition on dance achievement and interaction. After cooperative training phases, 120 college students, classified as high and low ability, were randomly assigned to treatments. Methods: An experimental method with a 2x3x2 factorial design study. The participants were random assigned into three treatments (Teacher Model, Peer Model and Vedio Model). The data was analyzed by two-way ANCOVA and a following up test by Scheffe'. Results: Students completed a basic skill of dance lesson, an achievement posttest and an interaction questionnaire was delivered. Results revealed that students working cooperative learning significantly outscored those working alone. Overall students who were in the Teacher Model and Peer Model treatments achieved higher scores than students in the Video Model treatment. However, the Teacher Model condition was not significantly different from the Peer Model condition. Furthermore, Teacher Model was more effective with high-ability students. However, there were no significant differences between teacher model and Peer Model for low-ability students. The results also revealed that the more student interaction the more efficiency on dance skill performance. In addition, different ability composition was not significantly different from student interaction among participation, affiliation, supporting and interaction performance. Furthermore, two interaction behavior including give partner demonstration and inspire to partner were predicted with student' positive achievement. Conclusions: The peer model with cooperative learning strategies to promote low ability students for achievement and interaction were an effective method for teaching in dance.

並列關鍵字

Observation Learning ； Teaching Model ； Group Learning