蔡俊傑Tsai, Chun-Chieh2017-02-272025-07-302017-02-272017-02-27https://ir.ntus.edu.tw/handle/987654321/71144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：19803007畢業學年度：100年論文頁數：91頁　　本章旨在分析舞蹈班舞蹈教學運用多元評量之情形。針對國中舞蹈班進行，採半結構式訪談研究，內容包括舞蹈教育的評量方式、舞蹈教學運用多元評量之情形、舞蹈教學評量及學生習得技能的關係。訪談國中舞蹈班，3位專任教師、6位經舞蹈班鑑定入學之舞蹈班學生，以瞭解舞蹈班教師教學運用多元評量之情形，研究發現： 1.舞蹈教師採取多元評量方式，評量學生表現。教師評量方式包含真實評量、實作評量、動態評量、檔案評量。 2.教師經由評量判斷出學生的多元智能，學生能夠在舞蹈的表現裡呈現多項智能。 3.學生從舞蹈的過程中，同時習得多項智能。教學者的理念和學生學習的觀念息息相關，在教師授課前共同訂定教學目標與方向，並於授課期間不時因應學生學習狀況，調整教學方式，以達到最佳教學成效。 4.教師多方面的評量，越能激發學生在學習上的表現。　　This chapter aims to analyze the using situation of multiple assessment of teaching dance for dance classes. This study is adopted with semi-structured interview for dance classes of junior high school.Which including the evaluation methods of dance education, the using situation of multiple assessment of dance education, the relationship between the assessment of dance education and student’s skill learning.Interviewing the dance class of junior high school which including three full-time teachers and six students who were identified by the dance school in order to understand the using situation of multiple assessment of dance education. Study results showed: 1.The dance teachers adopt a multiple assessment methods to assess student’s performance. Teacher’s evaluation methods include authentic assessment, performance assessment, dynamic assessment and portfolio assessment. 2.The teachers can judge students’ multiple intelligences by means of assessment. The students are able to present the multi-intelligences in dance performance. 3.The students learn a number of intelligences simultaneously from the course of dance. Educators’ philosophy is closely related to students’ learning concept. The goals and directions of teaching are made jointly before teaching, And adjust mutually in response to the situation of students from time to time during the teaching, And in order to achieve the best teaching and learning. 4.The multi-aspect assessment of teachers can stimulate students' learning performance.目　次 第一章　緒論………………………………………………………1 　第一節　研究動機與目的………………………………………1 　第二節　研究問題………………………………………………5 　第三節　研究範圍與限制………………………………………6 　第四節　名詞解釋………………………………………………7 第二章　文獻探討…………………………………………………9 　第一節　舞蹈教育與舞蹈教學…………………………………9 　第二節　多元評量的理論基礎…………………………………14 　第三節　舞蹈教學評量…………………………………………31 　第四節　多元智慧論……………………………………………37 第三章　研究方法與步驟…………………………………………40 　第一節　研究架構………………………………………………40 　第二節　實施程序………………………………………………42 　第三節　研究對象………………………………………………45 　第四節　研究工具………………………………………………46 　第五節　資料處理………………………………………………50 第四章　研究結果與討論…………………………………………52 　第一節　基本資料分析…………………………………………52 　第二節　舞蹈教育評量的方式…………………………………53 　第三節　舞蹈教學運用多元評量之情形………………………61 　第四節　舞蹈教學評量及學生習得技能的關係………………65 第五章　結論與建議………………………………………………71 　第一節　結論……………………………………………………71 　第二節　建議……………………………………………………74713023 bytesapplication/pdf舞蹈教育;多元評量Dancing education;multiple assessmentthesis