台灣區中等學校舞蹈資優教育實施成效之研究

• Main Author: 唐璽惠
• Language: 中文
• Published: 國立政治大學
• Online Access: http://thesis.lib.nccu.edu.tw/cgi-bin/cdrfb3/gsweb.cgi?o=dstdcdr&i=sid=%22A2002000199%22.

本研究旨在探討專家學者、教師、學生及學生家長，對舞蹈資優教育實施現況之知覺及滿意度，分析不同教育背景、學校背景的學生，分別在舞蹈資優教育之制度與政策、目標、課程、師資、甄選、進路、資源等過程變項，在學科成績、術科成績、專業承諾、生涯規畫等結果變項的差異。採取召開研討會、分析學舞者心路歷程、調查研究等研究方法，計有46名專家學者、教師，參與研討會，20名舞蹈班畢業生撰寫學舞心得及心路歷程，90名高二學生、200名國二學生、64名高中家長、214名國中家長、及119名專家學者、導師、任課教師與承辦舞蹈班業務之行政人員填寫調查問卷。調查問卷為「臺灣區舞蹈資優教育實施現況問卷」、「舞蹈資賦優異學生家長意見調查問卷」。經資料分析並採用平均數、標準差、t考驗、Pearson積差相關、卡方考驗及多元逐步迴歸等統計方法處理後，獲致下列結論： 在滿意度問卷上發現國中學生對舞蹈教育的總滿意度接近「滿意」，而高中學生的總滿意度則介於「不滿意」與「滿意」間，專家、學者及教師的總滿意度較接近「滿意」，家長的總滿意度為各樣本中最高已達「滿意」程度；舞蹈目標的達成情形則為「少部分已達成」。各樣本中滿意度最高者為，國中生對舞蹈目標的滿意度，再次依序為，家長對目標的滿意度，國中生對政策與制度的滿意度，及高中對師資的滿意度等均超過「滿意」的程度但未達非常滿意；滿意度最低在各樣本中均為進路、工作、資源及發展：在各類樣本中仍有差異存在：普通班來的與舞蹈班來的，城市的或鄉下的，班級數不同的學生，對舞蹈資優教育的滿意度有差異；在知覺問卷上發現只有習舞年資的不同才會造成知覺上之差異；又不同來源、不同地點、不同習舞年資的學生在學科成績、生涯規畫及專業承諾上有差異情形，而班級數的大、小在學、術科上也曾有差異。 國中生的專業承諾與生涯規畫與滿意度間存有顯著正相關，但在高中則無此情形；舞蹈班的畢業生均以升學為最佳選擇；學生自己的興趣是就讀舞蹈班最重要因素；本身身體狀況不合、出路受限則是放棄學舞的主要因素，而家長最擔心的是學生學科成績不好、考不上大學及出路不好。 專家、學者、教師在舞蹈教育實施現況的滿意度有非常高的一致性，僅發現在性別與服務機構不同上有差異；在家長方面則發現城、鄉及性別有差異；而專家、學者、教師及家長和舞蹈班畢業生均殷切期待設置舞蹈藝術專業學校、開拓學生升學、就業及進修管道，分開培養專業舞者與欣賞人口，並委託專家學者辦理舞蹈資優班教育評鑑。 在質的研究方面，發現對舞蹈教育的知覺滿意度並不高，存有下列問題待改善：目標不明確，當局不重視，施教者觀念待加強，合格師資難尋，課程差異大，甄選工具待商確，資源分配不公，進路狹窄，發展有限等。 依據上述研究結果，首先提出對教育行政機關之建議為：(1)成立舞蹈專業學校，並增設大學舞蹈科系。(2)成立舞蹈諮詢服務機構。(3)訂定舞蹈班課程標準。(4)舞蹈師資培育制度化。(5)寬列經費、增加設備。(6)縝密設計客觀公正的入學甄選辦法。(7)成立舞團、提供舞蹈發展環境及舞蹈進路空間。其次對學校之建議為：(1)加強理念宣導、教學觀念之溝通。(3)加強學、術科教學，並提供第二生涯選擇機會。(3)加強各項學生輔導工作。對舞蹈班教師及學生家長之建議為：(1)與教師多與正面肯定，並協助學生建立正確價值觀。(2)加強教師問課程之溝通而上下銜接，以免浪費時間。(3)國中學科教師對普通班來的學生及鄉下學生應加強關心其學科學習情形，而高中學科教師則該對舞蹈班來的學生加強其學科輔導。至於未來研究之建議為：(1)加入其他之預測變項深入研究。(2)研究樣本擴及小學、及大專並能顧及舞蹈班學生、非舞蹈班學生之差異。(3)自編問卷宜加入重測信度、專家效度的驗證。(4)以其他研究方法或修正本研究深入驗證。 === The main purpose of this research is to probe the awareness and satisfaction of the implementation of dance education for the gifted students at present as far as teachers, experts and scholars, students and the students' parents are concerned. This is done by analyzing the process variables of the system and policy, goal, courses, teachers, screening examination, future prospects, and resources of education for those gifted students from different educational and school backgrounds. The differences of these students' academic achievements, art performances, professional commitments, and career planning are also taken into consideration. This research is conducted by means of seminars, surveys, and analysis of the psychological process of the dance learners. Forty-six experts and scholars were invited to the seminars; 20 students graduated from dance class wrote reports on their experiences and psychological process during the years of learning dancing; 90 students in the second year of senior high, 200 in the second year of junior high, 64 of senior high school students' parents, 214 of junior high school students' parents and 119 experts and scholars, teachers and administrators in charge of dance classes are questionaired. These questionaires include "A QUESTIONAIRE ON THE IMPLEMENTATION OF EDUCATION FOR DANCE-GIFTED STUDENTS IN TAIWAN AT THE PRESENT TIME" and "A QUESTIONAIRE FOR PARENTS OF DANCE-GIFTED STUDENTS." The data were analyzed respectively by mean of standard deviation, value, t-test, Pearson product-moment correlation, chi square test and multiple stepwise regression. The results of the research are stated as follows: In the questionaire on satisfaction, it is found that the degree of total satisfaction of junior high school students with dance education is close to "satisfied" ; that of senior high school students is between "not satisfied" and "satisfied" ; that of the experts, scholars and teachers is closer to "satisfied"; that of the students' parents is "satisfied" , the highest of all the samples. The achievement of the goal of dance is "partly achieved". Of all the samples, the highest degree of satisfaction goes to the satisfaction of junior high school students with the goal of dance. What follows are the satisfaction of students' parents with the goal, the satisfaction of junior high school students with the policy and system and the satisfaction of high schools with the teachers. These have reached "satisfied" but not "very satisfied". The satisfaction with future prospects, jobs, resources and development stands the lowest of all the samples. There is still variation in the satisfaction with dance education for gifted students: between students from common classes and those from dance classes, between students from the city and those from the country, between students from schools with more classes and those from schools with fewer classes. In the questionaire on awareness, it is found that there are differences in awareness between students with different years in learning dancing. Besides, students of different origins, from different places, and with different years in learning dancing show differences in their academic achievements, career planning and professional commitments. The numbers of classes also make differences in the students' academic and art performances. There is a significant correlation between the professional commitment and career planning of junior high school students and their satisfacti; while in senior high school, there isn't. Going on to college is the favorite choice of students graduated from dance classes. The most important factor for them to study in dance class is their own interest, and the most important factor for them to give up learning dancing is their poor physical conditions and limited future prospects. As for their parents, they worry about the students' poor academic grades, about their being unable to pass the college entrance examination, and about their future careers. Experts, scholars, and teachers are all unanimously satisfied with the implementation of dance education. They are different only in sexes and work places. Parents have different degrees of satisfaction between those living in the city and those living in the country, and between different sexes. All the experts, scholars, teachers, all graduates from dance classes and their parents are looking forward to the establishment of a special art school for dance-gifted students, the opportunities for higher education, employment, and in-service training for those students. They also hope that the educational authorities will educate dancers for professional performances, try to increase the audience, and invite experts to evaluate the education of dance class. In quality research, it is found that they are not very satisfied with the awareness of dance education. The following are the problems to be solved: uncertain objectives, little attention from the authorities, reinforcement of concepts on the teachers, difficulty in finding qualified teachers, great differences in courses, instruments used for selecting the students not available, unfair distribution of the resources, few career opportunities in the future, and limited prospects. According to the findings stated above, suggestions to the educational administration authorities are: (1) the establishment of a special art school for gifted students and the dance department in the universities, (2) the establishment of a consultation organization for dance students, (3) specification of course criterion for dance class, (4) systematization of the cultivation of dance teachers, (5)enough budget and equipment, (6) careful, objective and just designs of admission rules, and (7) establishing dancing troupes, and providing an environment for development and opportunities for future career. Suggestions for the schools are: (1) promotion of concepts in dance and communication of teaching ideas, (2) promotion of the teaching of academic subjects and art performance and offering the chance to choose a second career, and (3) promotion of students' guidance. Suggestions for the teachers and parents are: (1) teachers' and parents' affirmative attitude toward the students and their help to the students to set right values, (2) better communication between the teachers so that they understand each other's courses and know how to connect their courses, and (3) teachers injunior high school should show more concern for both the students from common classes and from the countryside about their academic studies, while teachers in senior high school should help those who come from dance classes with their academic courses. Suggestions for future research are: (1) adding some other predictive variables to this research for further study, (2) samples for research should include the differences between both students of dance class and students of non-dance class, (3) verification of the reliability of the second test and validity of experts should be added to the questionaire compiled by myself and (4) further verification with other research methods or correction of this research.