同儕合作學習策略在創造性舞蹈學習成效及人際溝通之研究

Effects of Peer-tutoring Cooperative Learning during Creative Dancing Program on Achievement and Interpersonal Communication

10.6169/NCYUJPEHR.16.1.08

黃彩玉(Tsai-Yu Huang)

合作學習 ； 人際溝通 ； 創造性舞蹈 ； Cooperative learning ； Creative dance ； Interpersonal communication

嘉大體育健康休閒期刊

16卷1期（2017 / 04 / 30）

86 - 97

繁體中文

目的：探討同儕合作學習策略對不同能力學生在創造性舞蹈學習成效及人際溝通之影響。本研究採立意取樣以國中創造性舞蹈學習學生60 名為研究對象。方法：為實驗研究法，以二因子變異數分析並以同質性考驗兩組教學在創造性舞蹈學習技能學習成效之統計資料。以隨機分派方式，將受試者分別接受小組學習及同儕合作學習二種不同教學法。課程十週結束後再檢測技能及人際溝通之學習成效。結果：發現學生在同儕合作學習組後測成績在學習結果更加進步。同儕合作學習組，高能力學生雖然皆比低能力的學生優越。然而，以後測成績比較，低能力的學生卻顯著的比高能力學生更加進步。學生透過同儕合作學習的情境下，低能力的學生在學習成效皆明顯的提升。另外，在人際溝通方面，同儕合作學習組在「自我表露 self-expression」、「人際知覺Awareness of Interpersonal relationship」、「自我肯定Self-affirmation」、「Reasoning reaction 同理反應」、「Total score 全量表」有立即提升的效果。結論：在同儕合作學習情境下，提升學生學習成效及人際溝通方面的效果。低能力的學生後測成績顯著的更加進步。同儕合作學習情境下，對於創造性舞蹈學習及人際溝通成效值得未來創造性舞蹈學習之參考。

Purpose: To investigate the effects of peer-tutoring cooperative learning for different ability student during a creative dancing program on achievement and interpersonal communication.. Methods: A 2x2 factorial design study. Total 60 junior high school students from a purposive sampling, classified as high and low ability, were randomly assigned to two treatments. After students completed 10 weeks creating dance program, a dance skill performance and interpersonal communication posttest was delivered. Results: Students working peer-tutoring cooperative learning treatment significantly outscored those grouping learning. On interaction factor, students working peer-tutoring cooperative learning treatment, low ability students were significantly outscored than those grouping student condition. In addition, the results revealed that students in peer-tutoring cooperative learning conditions with self-expression, awareness of interpersonal relationship, self-affirmation, reasoning reaction, and total score were promotion on interpersonal communication. Conclusions:.Students working peer-tutoring cooperative learning treatment significantly outscored those no cooperative learning on achievement and interpersonal communication. Low-ability students working peer-tutoring cooperative learning treatment were significantly outscored than those grouping student condition. The implications for peer-tutoring cooperative learning use of motivation strategies for creative dancing and future research were discussed.

1. 洪新來(2007)。獎勵結構與親和力在合作學習成效之研究。體育學報，40(1)，93-104。
   連結：
2. 葉秀煌(2011)。同儕互動過程策略在合作學習情境下對木球學習成效與動機之研究。體育學報，44(1)，93-104。
   連結：
3. 鄭麗媛(2008)。合作學習與訊息策略運用對韻律體操動作技能學習成效之影響。體育學報，41(3)，69-80。
   連結：
4. Barker, D.,Quennerstedt, M.,Annerstedt, C.(2015).Learning through group work in physical education: a symbolic interactionist approach.Journal of Sport, Education and Society,20(5)
5. Beane, W. D.,Lemke, E. A.(1971).Group variables influencing the transfer of conceptual psychology.Journal of Educational Psychology,62(3),215-218.
6. Bodsworth, H.,Goodyear, V. A(2017).Barriers and facilitators to using digital technologies in the Cooperative Learning model in physical education.Physical Education and Sport Pedagogy
7. Bowman-Perrott, L.,Davis, H.,Vannest, K.,Williams, L.(2013).Academic benefits of peer tutoring: A meta-analytic review of single-case research.School Psychology Review,42(1),39-55.
8. Bulter, J. I.(Ed.),Griffin, L. L.(Ed.)(2005).Teaching games for understanding: Theory, research, and practive.Champaign, IL:Human Kinetics.
9. Casey, A.,Goodyear, V.A.(2015).Can cooperative learning achieve the four learning outcomes of physical education? A review of literature.Quest,67(1),56-72.
10. Cervantes, C. M.,Lieberman, Lauren J.,Magnesio, B.,Wood, Julie(2015).Peer tutoring: Meeting the demands of inclusion in physical education today.Journal of Physical Education, Recreation & Dance,84(3),43-48.
11. Dempsey, J.(Ed.),Sales, G. C.(Ed.)(1993).Instruction and feedback.Englewood Cliffs, NJ:Educational Technology Publications.
12. Fernandez-Rio, J.,Sanz, N.,Fernandez-Cando, J.,Santos, L.(2016).Impact of a sustained cooperative learning intervention on student motivation.Physical Education and Sport Pedagogy
13. Huddy, William Patrick(2012).University of Denver.
14. Latane, B.,Williams, K.,Harkins, S.(1979).Many hands make light work: The causes and consequences of social loafing.Journal of Personality and Social Psychology,37,822-832.
15. Lemonia, D.,Dimitris, G.(2016).Cooperative learning as a preference of adolescent students: The case of dance activities.Academic Journal of Interdisciplinary Studies,5(3),S1.
16. Owens, D.,Bunker, L. K.(1995).Dance to success.Champaign, IL:Human Kinetics Publishers, Inc..
17. Sharan, S.(1980).Cooperative learning in small groups: Recent methods and effects on achievement, attitudes, and ethnic relations.Review of Educational Research,50,241-271.
18. Sheryle, B.(1995).Creative dance in education curriculum: Justifying the unambiguous.Canadian. Journal of Education Toronto,20(3),156-165.
19. Simsek, A.,Tsai, B.(1992).The impact of cooperative group composition on student performance and attitudes during interactive videodisc instruction.Journal of Computer-Based Instruction,19(3),86-91.
20. 張中煖(1996)。創造性舞蹈教學與拉邦動作分析要素之運用。臺灣省體育，34，45-51。
21. 許慧如(2000)。碩士論文(碩士論文)。臺北市，國立臺灣師範大學特殊教育研究所。
22. 黃朝嘉(2009)。嘉義市，國立嘉義大學。
23. 劉淑英(2002)。由創造出發、遊戲完成的肢體觀：創造性舞蹈在幼稚園課程中出探與實踐。國際兒童教育協會中華民國分會幼兒多元學習研討會

1. 楊亮梅,陳美華,李晨鐘(2023)。體育課社會關係支持之內涵與實踐：教師與學生的觀點。臺灣運動心理學報，23(1)，1-28。
2. 鄭麗媛、劉巧凡、許建民(2018)。合作學習不同教學策略運用對國小學童同儕互動關係與動作技能學習之研究。臺灣運動教育學報，13(1)，65-80。