張育銓Chang, Yu-Chuan2017-02-272025-07-302017-02-272017-02-27https://ir.ntus.edu.tw/handle/987654321/71381學位類別：碩士校院名稱：國立臺灣體育運動大學系所名稱：體育舞蹈學系碩士班學號：10103012畢業學年度：102年論文頁數：146頁本研究旨在觀察與記錄學生在參與啦啦隊指定動作教學時之反應與狀況，探討啦啦隊指定動作課程在國小階段實施的成果與成效。本研究採用行動研究法，以研究者所任教的國小五年級班級之21位學生為研究對象，透過教學日誌、晤談紀錄、啦啦隊教學觀察單、學習單、啦啦隊學習問卷、啦啦隊評量表等方式蒐集資料。 本研究主要發現如下： 壹、啦啦隊指定動作教學的教學狀況 一、教師可控制教學流程，使教學活動順利進行。 二、運用多元的教學方式，教學成效良好，學生都很喜歡。 貳、啦啦隊指定動作教學學生的反應 一、學生喜歡快樂且主動的學習動作。 二、學生的舞蹈動作和技巧動作已有初步的基礎。 參、啦啦隊指定動作教學實施的成果 一、學習初期，舞蹈動作和技巧動作皆有部分欠佳。 二、教學後，學生的整體表現皆有良好的呈現。 肆、啦啦隊指定動作教學所遭遇到之困難與解決方法 一、在動作教學上所遭遇到的困難，教師以說明動作、示範 動作和反覆練習的方式解決問題。 二、教師運用多元的呈現方式提升學生表現的意願。This research aimed to observe and record students’ reaction and feedbacks in their participation of cheerleading specified movements program in order to explore the effecs and result of the teaching methods used in this program that applied in the elementary school. This research uses action research as its research methodology and observes the twenty-one students in the researcher’s fifth grade class as participants. The researcher collected data from teaching diaries, interview records, teaching observation records, study assignments, questionnaire, cheerleading assessment tables and other ways.The conclusions of the study are as follows: I. The teaching situation of the cheerleading specified movements. First, the teacher can control the teaching process and the teaching activities can be carried out smoothly. Second, the students liked that the teacher used multiple teaching methods and its effectiveness. II. Students’ respnses and feedbacks in this program. First, the students learned the movmenets happily and actively. Second, the students built an initial foundation on dance movements and techniques after the classes. III.The results of the teaching implement. First, the students did not perform well in their presentation of dance movements in the initial stage. Second, after joining in the classes, the students' overall performances are adequately presented. IV.The challenges faced in the teaching of the cheerleading specified movements and the solutions. First, when encountered students’ difficulties to understand the materials, the teacher employed the teaching methods, such as explain, demonstration the movements and practice repeatedly, to solve the problem. Second, the teacher used multiple teaching methods and successfully enhanced the students’ performance.中文摘要...........................i Abstract...........................iii 謝 誌...........................iv 目 錄...........................v 表目錄...........................viii 第一章 緒 論...........................1 第一節 研究動機與目的..................1 第二節 研究目的........................4 第三節 名詞釋義........................5 第四節 研究範圍與限制..................6 第二章 文獻探討........................7 第一節 啦啦隊發展之現狀................7 第二節 啦啦隊教學之相關研究...........9 第三節 啦啦隊學習之相關心理學理論.....15 第三章 研究方法與實施..................21 第一節 研究方法.................21 第二節 研究實施與流程.................24 第三節 研究資料蒐集與分析.................33 第四節 技術動作評量.................38 第四章 結果與討論.................41 第一節 啦啦隊指定動作教學之教學狀況.......41 第二節 啦啦隊指定動作之學生反應...........48 第三節 啦啦隊指定動作教學實施的成果.......62 第四節 啦啦隊指定動作教學所遭遇到之困難與解決方法..75 第五章 結論與建議.................87 第一節 結論.................87 第二節 建議.................91 參考文獻.................931980454 bytesapplication/pdf啦啦隊;教學狀況;學生反應Cheerleading;action research;teaching processthesis