【摘要】：目的:舞蹈基本功是學(xué)習(xí)舞蹈的基石和關(guān)鍵,簡單重復(fù)練習(xí)極易產(chǎn)生枯燥感。Flash動畫教學(xué)融合了音樂、聲效、動畫以及富有新意的界面,與“口傳身授”的傳統(tǒng)教法相比,其呈現(xiàn)形式多樣,富有趣感,符合兒童認知心理發(fā)展特點,易被兒童接受,因而有可能提高兒童學(xué)習(xí)舞蹈的興趣。本研究根據(jù)7—9歲兒童生理和心理特征開發(fā)了舞蹈基本功flash動畫并應(yīng)用到實際教學(xué)中,驗證flash動畫在舞蹈基本功教學(xué)中的效果是否優(yōu)于傳統(tǒng)舞蹈教學(xué),能否激發(fā)兒童的學(xué)習(xí)興趣和動機。方法:以益群小學(xué)7—9歲兒童兩個舞蹈興趣班新生為研究對象,每個班30人,均為女生。隨機分為實驗班(組)和對照班(組),進行為期12周的教學(xué)實驗,60分鐘/節(jié),2節(jié)/周,共24節(jié)課時:實驗之前發(fā)放第一次問卷調(diào)查(舞蹈知識問卷、學(xué)習(xí)動機水平問卷、學(xué)生自信心問卷)和舞蹈基本功技能測試(實驗前),實驗第5周發(fā)放第二次問卷和測試(實驗中),實驗最后一周第12周做了第三次問卷調(diào)查和測試(實驗后),第二次和第三次問卷和測試內(nèi)容與第一次一致。對并對搜集的數(shù)據(jù)進行統(tǒng)計分析。結(jié)果:1.無論是實驗組還是對照組,舞蹈知識問卷成績和舞蹈技能成績都隨著教學(xué)進程的進行顯著提高(實驗后實驗中實驗前;p0.05),但是實驗第5周實驗組學(xué)習(xí)動機水平與實驗前相比有顯著提高,對照組學(xué)習(xí)動機水平提高不明顯。2.與對照組相比實驗組技能成績、知識問卷成績、學(xué)習(xí)動機水平、學(xué)生自信心在第5周、第12周均有顯著提高(p0.05)。3.舞蹈基本功技能成績與學(xué)習(xí)動機水平、學(xué)生自信心呈顯著正相關(guān)(r=0.779,p0.01;r=0.744,p0.01)。結(jié)論:Flash動畫教學(xué)效果優(yōu)于傳統(tǒng)舞蹈教學(xué),這可能與flash動畫提高了學(xué)生的學(xué)習(xí)動機和自信心相關(guān)。
[Abstract]:Objective: the basic skills of dance are the cornerstone and key of learning dance, and simple and repeated exercises are easily boring. Flash animation teaching combines music, sound effect, animation and innovative interface, compared with the traditional teaching method of "oral teaching". It presents various forms, rich sense of interest, accords with the characteristics of children's cognitive and psychological development, and is easily accepted by children, so it may enhance children's interest in learning dance. According to the physiological and psychological characteristics of children aged 7-9, this study developed the flash animation of dance basic skills and applied it to practical teaching to verify whether the effect of flash animation in the teaching of dance basic skills is superior to that of traditional dance teaching. Whether or not to stimulate children's learning interest and motivation. Methods: the subjects of this study were 30 students in each of the two dance interest classes of 7-9 years old in Yiqun Primary School. The experimental class (group) and the control class (group) were randomly divided into experimental class (group) and control class (group). The teaching experiment lasted for 12 weeks, 60 minutes / section, 2 sessions per week, 24 classes: the first questionnaire (dance knowledge questionnaire, learning motivation level questionnaire) was sent out before the experiment. Students' self-confidence questionnaire and dance basic skills test (before the experiment), the second questionnaire and test (in the experiment) in the fifth week, the third questionnaire and test (after the experiment) in the 12th week of the last week of the experiment, The second and third questionnaires and tests were identical to the first. To carry on the statistical analysis to the collected data. Results: 1. Whether in the experimental group or the control group, the scores of dance knowledge questionnaire and dance skills were significantly improved with the teaching process (before the experiment after the experiment; In the fifth week, the level of learning motivation in the experimental group was significantly higher than that before the experiment, but the level of learning motivation in the control group was not significantly increased. Compared with the control group, the scores of skill, knowledge questionnaire, learning motivation and self-confidence of the experimental group were significantly improved in the 5th week and 12th week (p0.05). There was a significant positive correlation between the performance of basic dance skills and the level of learning motivation and the students' self-confidence (r = 0.779p 0.01 / r 0.744p 0.01). Conclusion: the effect of Flash animation teaching is better than that of traditional dance teaching, which may be related to the improvement of students' learning motivation and self-confidence by flash animation.
【學(xué)位授予單位】：廣州體育學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.71

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