| 摘要: | 摘要
本研究旨在採用應用於一般國中九年級表演藝術課程，使教學過程中能否讓學生對於舞蹈學習動機與學習成就產生正面影響。本研究採用實驗法，進行每週一節的舞蹈教學，為期6週，以合作學習教學策略其中的學生小組成就區分法為施行策劃，該教學法的五大重點：全班授課、分組學習、小考、個人進步分數及團體表揚，為本研究主要教學模式。
研究者以桃園市開心國中（化名）九年級生為研究對象，分甲、乙兩班，共60名學生，分別為實驗組與控制組，實驗組進行六週共六堂課的實驗教學課程，每堂為四十五分鐘；控制組以一般傳統教學法進行，二組皆由研究者進行教學，比較受試者在舞蹈學習成就及學習動機的改變情形。
研究工具於量化的部份採用SPSS統計套裝軟體進行資料分析整合，另一部分則結合教學日誌、教室觀察紀錄表以及參與實驗教學學生的訪談內容並協同教師訪談記錄等整合情意的部分，兼以量化與質化並行研究。研究結果顯示，運用合作學習教學，於國中表演藝術課程中，不論學習動機或是學習成就均有顯著提升，所得結果之數據可證明合作學習有益於表演藝術教學成效的提升。此研究結果提供有興趣者參考並運用於除表演藝術課程外之其他課程教學，必定會有驚人的教學成效。
關鍵字：合作學習、學習成就、學習動機
ABSTRACT
The purpose of this study is to apply to the ninthgrade performance art curriculum in the general state, so that the teaching process can make students have a positive impact on the motivation and learning achievement of dance learning. This study uses the experimental method to conduct a weekly dance teaching for a period of 6 weeks. The student group achievement distinction method is used in the cooperative learning teaching strategy. The five key points of the teaching method are: whole class, group study, quiz Personal progress scores and group recognition are the main teaching models of this study.
The researcher took the ninthgrade students of Happy School (a pseudonym) in Taoyuan City as the research object, divided into two classes, A and B, with a total of 60 students, namely the experimental group and the control group. The experimental group conducted a six-week course of six courses. Each class is forty-five minutes; the control group is conducted in the general traditional teaching method, and the two groups are taught by the researchers to compare the changes in the learning achievement and learning motivation of the subjects.
The research tools use the SPSS statistical software package for data analysis and integration in the quantitative part, and the other part combines the teaching log, the classroom observation record table, the interview content of the students participating in the experimental teaching, and the teacher interview record to integrate the emotional part,and quantify Parallel research with qualitative. The results of the study show that the use of cooperative learning and teaching, in the performance of the arts in the country, regardless of learning motivation or learning achievements have significantly improved, the results of the data can prove that cooperative learning is beneficial to the performance of performing arts teaching. The results of this study are available to interested parties for use in teaching other courses besides performing arts courses, and there will be amazing teaching results.
Keywords：Cooperative Learning, Achievement, Learning Motivation |
