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題名 | 主題符號課程對亞斯伯格學童身體動覺及人際智能影響之行動研究=Action Research on the Impact of Motif Writing upon the Influence of Bodily-Kinesthetiesis and Interpersonal Intelligence for Child with Asperger Syndrome |
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作者 | 劉淑美; 韓福榮; 曾瑞媛; Liu, Shu-mei; Han, Fu-jong; Tseng, Ra-yuan; |
期刊 | 運動研究 |
出版日期 | 20110600 |
卷期 | 20:1 2011.06[民100.06] |
頁次 | 頁88-100 |
分類號 | 529.68 |
語文 | chi |
關鍵詞 | 特殊教育; 舞蹈元素; Special education; Elements of dance; |
中文摘要 | 主題符號(Motif Writing)源自於拉邦舞譜基本系統,在動作教育上是一種創新的學習系統,其簡易易學,類似幾何形狀的圖形符號,能積極啟發學生創意學習與身體律動的能力。而創造性舞蹈(Creative Dance)是以學生為主體,能啟發學生身體舞動的教學方法,兩者都具有動作探索的啟發特性。亞斯伯格症(Asperger Syndrome, AS)是教育界以往比較忽略的弱勢團體,本研究旨在透過以主題符號融入創造性舞蹈課程,讓AS學童從活潑的舞蹈中經驗/驚豔身體,進而開展其肢體及人際智能的可能性。本研究以天子(化名)為對象,採用行動研究法,實施八堂課程,透過各種質性資料,以多元檢核的方式,評估分析在課程實施中,舞蹈經驗對於天子產生何種意義與影響。經過本課程研究,結果發現-對於AS學童,主題符號融入創造性舞蹈課程:一、可提高學習專注力;二、能啟迪其肢體創造力;三、能改善肢體動覺智能之發展;四、能改善人際智能;五、引領從統整課程中辨識環境變數;六、主題符號可做為動作聯結、轉換、表現之工具。結論:以主題符號融入創造性舞蹈課程,能有效地改善AS學生在身體動覺及人際智能之發展,且透過這樣創新課程,能提高AS學生學習專注力。 |
英文摘要 | ”Motif Writing” is originated from the Labanotation conceptual system. It is a highly creative learning system in movement education. These shape-like symbols are easy to learn and can positively inspire students' creative learning. ”Creative Dance” focuses on students themselves and inspires students' body movement. Both of them have the characteristic of movement exploration, and thus, can change meanings of learning for student with Asperger Syndrome (AS). In Taiwan's educational community, AS has not been a familiar term until recently. Students with AS were very disadvantaged and received little attention by the educators. The aim of this research, based on dance education theory, through lively creative dance courses using motif writing symbols, was to let children with AS experience their own body movements, and furthermore, to build up all potentials over their bodies and interpersonal intelligence. This study employed action research methodology. Tian-zi (an alias) was the observed subject. After eight dance classes provided, qualitative data were collected and analyzed using multiple-evaluation method. In summary, results of this research shows: for the student with AS, creative dance classes using motif writing: 1. can improve his ability to stay focused on learning; 2. can inspire his body creativity; 3. can motivate his development of kinesthetic intelligence; 4. can improve his interpersonal intelligence; 5. helps to identify environmental variables from integrated courses; 6. motif writing can be the tool for connection, transformation and performance of body movement. Conclusion: Based on the results, the integration of motif writing into creative dance can effectively motivate the development of kinesthetic intelligence, improve the interpersonal intelligence and the ability to stay focused on learning for student with Asperger Syndrome. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。