Publication:

舞蹈教師教學效能指標之研究

中文摘要

本研究旨在探討不同性別、學歷、職務、教學科目、服務年資、區域的舞蹈教師對舞蹈教師教學效能指標之重要性看法及其差異情形並建立一套適合我國國民小學舞蹈班舞蹈教師教學效能的指標並成為舞蹈教師教學效能檢核表。本研究採用問卷調查法，以台灣地區國民小學舞蹈班之舞蹈教師為研究對象，使用編製的「國民小學舞蹈班舞蹈教師教學效能指標重要性問卷」研究工具進行調查，共發出問卷81份，回收有效問卷69份，回收率達85.19%。在資料處理上，以描述性統計、t考驗、單因子變異數分析、薛費爾事後比較等統計方法進行資料分析，歸納結論如下：

一、目前國民小學舞蹈班舞蹈教師仍以女性為主（94.2﹪）、學歷主要為大學學歷（85.5﹪）、修畢的學分主要以舞蹈學分（39.1﹪）及舞蹈學分與特教學分（21.7﹪）居多、學校職務主要以專任與代理代課教師共達69.6﹪、從事舞蹈班舞蹈教學任教年資以1-5年居多達37.7﹪、舞蹈教師中血型O型者居多達49.3﹪、任教科目、區域、星座的舞蹈教師分布較為平均。

二、國小舞蹈教師認為在「教學計劃」指標構面中「教學實施前能掌握學生的舊經驗、需求、興趣與能力」指標細項是最重要的；在「教學策略」指標構面中「能鼓勵學生正向的學習行為」指標細項是最重要；在「教學評量」指標構面中「對學生學習結果評量，能涵遝ル耵瑪n極參與態度（例如：勇於嘗試、迎接挑戰、主動學習的態度等）」指標細項是最重要；在「教室經營與教學氣氛」指標構面中「營造積極良好教學氣氛」指標細項是最重要。

三、國小舞蹈教師認為「能鼓勵學生正向的學習行為」為四十個指標細項之首；第二重要為「能適時澄清學生錯誤的觀念或疑惑」；第三重要的為「能引起學生學習動機」。

四、國小舞蹈教師認為四大指標構面以「教學策略」為四大指標構面之首；第二為「教室經營與教學氣氛」；第三為「教學評量」；最後為「教學計劃」。

五、不同性別舞蹈教師在「教學計劃」指標構面中各指標細項的看法上，只有「教學活動中能納入課外指導作業」有顯著差異，經事後比較，男性認為重要性比女性高，其他指標構面的指標細項無顯著差異。

六、不同學校職務舞蹈教師在「教學計劃」指標構面中各指標細項的看法上，「統整學習單元教學線索及其影響因素」有顯著差異，經事後比較，發現專任舞蹈教師高於代理代課舞蹈教師高於兼任舞蹈教師；在「規劃學生衛生保健方面的教材內容」有顯著差異，經事後比較，發現代理代課舞蹈教師高於專任舞蹈教師高於兼任舞蹈教師；在「教學策略」指標構面中各指標細項的看法上，「能採用多元教學方法（例如分段或全部教學法等）」、「能示範正確的動作技巧」、「能鼓勵學生正向的學習行為」、「讓學生建立正確價值觀」等；在「教學評量」指標構面中各指標細項的看法上，「掌握所要評量的學習成果」；在「教室經營與教學氣氛」指標構面中各指標細項的看法上，「能善用教師期望」、「能與學生充分溝通」、「培養正向和諧師生互動關係」、「對學生的練習能提供適當回饋與增強」等指標細項皆有顯著差異，經事後比較，發現皆為專任舞蹈教師高於代理代課舞蹈教師高於兼任舞蹈教師。

七、不同任教科目舞蹈教師在「教室經營與教學氣氛」指標構面中各指標細項的看法上，在「能與學生充分溝通」、「營造積極良好教學氣氛」等指標細項有顯著差異，經事後比較，發現皆為即興創作舞蹈教師高於民族舞舞蹈教師高於現代舞舞蹈教師高於芭蕾舞蹈教師，其他指標構面的指標細項則無顯著差異。

八、不同學歷、教學年資、區域的舞蹈教師在「舞蹈教師教學效能指標」四大指標構面的各指標細項的看法上，並無顯著差異。

九、不同性別、學歷、學校職務、任教科目、教學年資、區域舞蹈教師在「舞蹈教師教學效能指標」四大指標構面的看法上，並無達顯著。

ABSTRACT

This study surveys the opinions of primary school dance teachers on how they achieve effective results. It is this writer’s belief that in order to be effective, primary school dance teachers use various teaching methods, strategies and structures. The study was conducted using a questionnaire sent to dance teachers throughout primary schools in Taiwan. The dance teachers were questioned and categorized based on their sex, educational degrees, job titles, seniority, subjects taught, areas of specialization and other related considerations, including blood types and astrological signs. The study also asked the teachers to rank in order of importance four areas of consideration: teaching methods, strategies, evaluations and classroom operation. Their replies were taken as “indicators” of the teachers’ effectiveness. Eighty-one (81) copies of the questionnaire were sent out and sixty-nine (69) copies were completed and returned (85.19%). The collected data were analyzed by descriptive, T-test, one way ANOVA, Scheffe' method.

(I)Following is a summary of the data from the questionnaire:

i.females currently make up to majority of the primary school dance teachers surveyed (94.2%)

ii.most of the dance teachers had completed a first university degree and 39% had gained credits studying dance; another 21.7% had gained credits from “extraordinary dance” teaching

iii.the percentage of teachers who taught at primary schools either full-time or as a substitute was 69.6%

iv.the majority of teachers (37.7%) had one to five years seniority

v.the blood type of the majority of the teachers surveyed was surprisingly the “O” type (49.3%)

vi.Little percentage differences were found in the teacher’s subjects, areas of specialization and their astrological signs

(II)Ranked most important by Taiwanese primary school dance teachers was the statement that “teachers should encourage students toward a positive study attitude”. Marked second was the “correcting and clarifying of students negative conceptions”, while third was “casting the student’s motivation to study”. The dance teachers also indicated that of the four big effectiveness “indicators”, “teaching strategies” was the most important; this was followed by “classroom operation” and the “teaching atmosphere”; thirdly was the “teaching evaluations”; and lastly came the “teaching scheme”. It should be mentioned that in this area little differences remained between the sexed, except if “the idea of extracurricular assignment should be put into the part of teaching activities”. A comparison later found that more male teachers insisted that the idea of extracurricular assignment be put into the part of teaching activities. There were no obvious other gender differences in the other indicator areas.

(III)The “teaching strategy” was considered most important by the dance teachers and most agreed with the statement “having a good understanding of their students, including some knowledge of their habits, backgrounds, interests and overall abilities before beginning teaching.” Teachers also considered “guiding and encouraging students toward a positive attitude in their studies” as second in importance. In third teachers listed “evaluations”. This meant “evaluating student’s study results, inclusive of student’s active participation (such as making a good attempt, accepting a challenge and having a healthy study attitude). Last in importance to the teachers of the indicator structures was the classroom operation…[which] created a positive and active teaching atmosphere.”

(IV)Often dance teachers who taught at different schools and had different status within their schools held strongly divergent views on each indicator area, especially the “teaching scheme” and the issue of “the arrangement of study units, teaching clues and other influential factors”. A comparison found that those dance teachers who taught full-time stressed this issue, while the part-time and substitute teachers took less interest in it. The latter group also showed interest in “the teaching material arrangement in the student’s health care and individual sanitation”. The full-time teachers, however, took little interest in this and the part-timers even less so.

(V)Dance teachers also indicated opinions of the details of “the teaching strategies”, from “using a wide variety of teaching ways(such as continual teaching or breaking lessons into parts)”; “giving students the proper demonstrations on the dance skills and body movement”; “guiding and encouraging students toward a positive attitude in their studies”; and “helping students to build positive value”.

(VI)Among the indicator structure for “teaching evaluations” disagreements emerged over “ mastering the study evaluation results”. And for the indicator structure of “the classroom operation and teaching atmosphere” teachers differed over” the expectations of teachers”; “good communication and building a positive and harmonious relationship between students and teachers”; and “offering feedback and an extension to student’s study and practice time”. A closer examination later found that the full-time dance teacher took the most interest in this while the part time and substitute dance teachers less so.

(VII)It was found that dance teachers who taught different subjects at schools held different attitudes on the indicator structure details for “the classroom operation and the teaching atmosphere”. Here the “good communication between students and teachers” and “creating a positive and an active teaching atmosphere” were in doubt. Another comparison showed that “impromptu” performance dance teachers were the most agreeable on these issues, followed by folk dance teachers, those of modern dance, with ballet teachers coming up last.

(VIII)Those dance teachers with different degrees, seniority and employment in different areas had little disagreement on the issue of “the study of dance teacher’s effectiveness”. That is, in virtually all details of the four “teaching indicators” there was broad agreement on most issues.

(IX)Also, those dance teachers of different sex, seniority, teaching different subjects, holding different degrees, having different work status within schools had little disagreement on most issues.