A Study of Cooperative Learning Method inPromoting Learning Motivation

• Main Authors: YEH,CHIA-YING, 葉佳盈
• Other Authors: WEI,PEI-LIN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/ua4tcw

碩士 === 中國文化大學 === 舞蹈學系 === 106 === ABSTRACT The purpose of this study is to apply to the ninthgrade performance art curriculum in the general state, so that the teaching process can make students have a positive impact on the motivation and learning achievement of dance learning. This study uses the experimental method to conduct a weekly dance teaching for a period of 6 weeks. The student group achievement distinction method is used in the cooperative learning teaching strategy. The five key points of the teaching method are: whole class, group study, quiz Personal progress scores and group recognition are the main teaching models of this study. The researcher took the ninthgrade students of Happy School (a pseudonym) in Taoyuan City as the research object, divided into two classes, A and B, with a total of 60 students, namely the experimental group and the control group. The experimental group conducted a six-week course of six courses. Each class is forty-five minutes; the control group is conducted in the general traditional teaching method, and the two groups are taught by the researchers to compare the changes in the learning achievement and learning motivation of the subjects. The research tools use the SPSS statistical software package for data analysis and integration in the quantitative part, and the other part combines the teaching log, the classroom observation record table, the interview content of the students participating in the experimental teaching, and the teacher interview record to integrate the emotional part,and quantify Parallel research with qualitative. The results of the study show that the use of cooperative learning and teaching, in the performance of the arts in the country, regardless of learning motivation or learning achievements have significantly improved, the results of the data can prove that cooperative learning is beneficial to the performance of performing arts teaching. The results of this study are available to interested parties for use in teaching other courses besides performing arts courses, and there will be amazing teaching results. Keywords：Cooperative Learning, Achievement, Learning Motivation