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  1. 紀要論文
  2. 琉球大学教育学部紀要
  3. 81号
  1. 部局別インデックス
  2. 教育学部

パフォーマンス課題・評価を取り入れたダンス授業の比較的研究 -男性教員による男女共習における実践を通して-

http://hdl.handle.net/20.500.12000/25599
http://hdl.handle.net/20.500.12000/25599
21c7b79f-90d6-440c-9fc8-da3ea4cecca6
名前 / ファイル ライセンス アクション
No81p315.pdf No81p315.pdf
Item type デフォルトアイテムタイプ(フル)(1)
公開日 2012-12-27
タイトル
タイトル パフォーマンス課題・評価を取り入れたダンス授業の比較的研究 -男性教員による男女共習における実践を通して-
言語 ja
作成者 與儀, 幸朝

× 與儀, 幸朝

ja 與儀, 幸朝

金城, 昇

× 金城, 昇

ja 金城, 昇

小林, 稔

× 小林, 稔

ja 小林, 稔

YOGI, Yukitomo

× YOGI, Yukitomo

en YOGI, Yukitomo

KINJO, Noboru

× KINJO, Noboru

en KINJO, Noboru

KOBAYASHI, Minoru

× KOBAYASHI, Minoru

en KOBAYASHI, Minoru

アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
内容記述
内容記述タイプ Other
内容記述 Purpose: A comparative study of the effect of lessons implementing a performance based task and assessment approach to those without. The purpose of this study is to clarify the effect students' motivation to expressing process through a two-year lesson and observation period. Method: To evaluate the change in students' motivation to learn, the Achievement Motivation in Physical Education Test (AMPET) was used. The AMPET was developed by Nishida (1989) for the purpose of objective verification in regards to the effectiveness of the instruction which appeared to raise students' motivation to learn. In addition, an original objective test was created by the researcher in order to grasp the broader range of the students' change in motivation to learn. Two PE teachers who have more than fifteen years of teaching experience, a university faculty member who is an expert in this subject area, and two graduate students participated in creating this test. Furthermore, the AMPET and the originally created test were conducted before and after teaching each unit. Results: The results of the AMPET did not indicate any significant difference between lessons implementing a performance based task and those without at different stages in the students' learning process. However, a significant effect was seen before and after teaching a unit. For the original objective test, a significant difference was shown in lessons implementing a performance based task at different stages of the students' learning process. This group showed more instructional effect compared to the control group. Conclusion: In accordance with the AMPET, there was no significant difference for lessons implementing a performance based task in different stages of the students' learning process. However, a significant effect was seen in the case of time period. Therefore, it is safe to say that a certain amount of instructional effect on problem solving learning through coeducational dance class is recognized. Also, the effectiveness of performance based task and assessment lessons was indicated through a significant change of the performance of the intervention group as seen in the results of the original objective test.
内容記述タイプ Other
内容記述 紀要論文
出版者
言語 ja
出版者 琉球大学教育学部
言語
言語 jpn
資源タイプ
資源タイプ departmental bulletin paper
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
識別子
識別子 http://hdl.handle.net/20.500.12000/25599
識別子タイプ HDL
収録物識別子
収録物識別子タイプ ISSN
収録物識別子 1345-3319
収録物識別子タイプ NCID
収録物識別子 AA11393705
収録物名
言語 ja
収録物名 琉球大学教育学部紀要
書誌情報
号 81, p. 315-326
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