中文摘要
　　本研究旨在探討以行動研究之循環模式，尋求改善舞蹈教學之行為模式並建構屬於教師個人專業教學實踐之理想。本研究以嘉義國中舞蹈才能班21位學生為研究對象，並以行動研究進行改善舞蹈教學之方法，再依個案研究、觀察法所蒐集的資料，以三角檢核法及描述性統計處理。經實施教學後所得之結論為舞蹈教學之行動模式已建立，並建構專業之教學模式。本研究建議：
1.教學者在教授葛蘭姆技巧時，應先讓學生了解身體的結構與控制肌肉的重要性。
2.教學者針對技巧的動作要領之解說，宜以條列式、分析與說明，甚至利用聯想法讓學生更容易記住。
3.優動學舞譜座標之評量有助於學生增強學習。
4.認知筆試之設計，有助於教學者了解學生的認知程度。
5.學生經由十八週葛蘭姆技巧之訓練後，背肌與腹肌的肌力有顯著的強化。
6.從研究者反省日誌，改善研究者在面臨教學的問題與處理態度。
7.研究者個人教學之專業知識有明顯成長。
8.研究者透過行動研究釐清自身教學信念。

Abstract
　The purpose of the study was to use Cycle Modeling of Action Research for seeking the improvement of Behavior Modeling of dance teaching and establishing an ideal for putting professional teaching of an individual teacher into practice. The object of the study was based on a total of 21 students in the dance class of Chia-Yi Junior High School to carry out the method improvement of dance teaching through action research. Subsequently, the study uses the methods of technique triangulation and statistic description for analyzing data from case studies and observations. The results show that 1) prior to the Graham technique teaching, students shall acquaint themselves with the importance of the physical structure and muscle control; 2) to enable students to memorize the technique, the main points on the explanations of motions should be outlined, listed and analyzed through the Association Method; 3) the coordinates evaluation of Eukinetics Dance Notation helps students to reinforce their learning; 4) the cognitive written test design helps teachers to find out students’ cognition levels; 5) a total of 18 weeks of Graham technique training is of benefit to those students’ muscle strengths, their back muscles and abdominal muscle are remarkably strengthened; 6) it is found from the self-examination diaries of the researcher that the attitude of the researcher to handle teaching difficulties is improved; 7) the researcher has obviously gained personal professional teaching knowledge; 8) there is an obvious change in the attitude of the researcher when the researcher encounters problems in the classroom, so that any problem of each student has been concerned in the overall teaching process; 9) the researcher utilized the “problem”-centered cooperative learning strategy for students to think by themselves, in addition, to proactively learn through a kind of body observation learning environment; 10) the researcher clarified self teaching conviction through Action Research.