KCI등재
무용수업에서의 학습동기 영향요인에 관한 조사연구 = A Survey on the Influencers of Learner`s Motivation in the Dance Class
저자
발행기관
학술지명
권호사항
발행연도
2011
작성언어
Korean
주제어
KDC
685
등재정보
KCI등재
자료형태
학술저널
발행기관 URL
수록면
1-15(15쪽)
제공처
This study aims to investigate the factors which affect dance learning motivation during class. The research has been conducted based on the factor theory according to learning circumstances by Dornyei(1994, 1998, 2001) and influence factors in english learning motivation by kim Eun-joo(2004). The pilot-test was conducted for credibility and experiential validity. And the survey was based on the 306 survey participants of 106 middle school students, 113 high school students and 87 college students with the score range of 5 for each 48 questionnaire. The influence factor in dance learning motivation is classified into reinforcing factor, demotivation factor, and maintaining factor and the low rank category includes learner, learning content, class method, teacher, study group and class atmosphere. The reinforcing factor in dance learning motivation appeared as learning achievement which a learner section. In the difference between genders, male students showed the interest rate in content which is a learning content section, and female students showed learning performance, which is a learner section. In the difference between belonging group, middle school students, high school students, and college students all showed learning achievement, which is a learner section. In the difference of genre, korean dance and ballet showed learning achievement, which is a learner section, and modern dance showed the attitude of instructor, which is a teacher section. In the difference of experience, all those having the experience of one year to less than three years, more than three years to less than six years, more than six years to nine years, and more than nine years showed learning performance, which is a learner section. The demotivation factor in dance learning motivation appeared as interest, which is a learning content section. In the difference by gender, male students shows the closeness with instructor, which is an instructor section, and female students show the interest, which is a learning content section. In the difference by belonging group, middle school students shows instructor`s attitude, which is an instructor section, high school students shows the interest, a learning content section, and college students shows the closeness with instructors, an instructor section. In the difference by genre, korean dance shows the interest, the learning content section, Ballet showed the closeness with instructors, an instructor section and modern dance shows the unilateral class method, a class method section. In the difference by experience, those with experience of one year to less than three years, more than three years to less than six years shows the closeness with instructor, the instructor section and six years to less than nine years shows the interest, the learning content section. The maintaining factor in dance learning motivation appeared as learning achievement, a learner section. In the difference by gender, male students showed learning achievement, a learner section and interest, a learning content section. And female students showed learning performance, a learner section. In the difference by belonging group, all showed learning performance, a learner section. In the difference by genre, korean dance and ballet showed learning achievement, a learning content section, and modern dance showed learning achievement, a learner section and the closeness with instructor, an instructor section. In the difference by experience, those with experience of one year to less than three years showed the closeness instructor, an instructor section and three years to less than six years, and six years to less than nine years showed the interest, a learning content section. This research aims to provide learners with practical basic information on learning behavior by empirically identifying the factors in dance learning motivation that influences the dance learning, also providing instructors and learners the effective class method by grasping what are the factors that intensify, decrease or continue learning motivation in dance class circumstances. Based on this research findings, establishing a class method is highly suggested. according to influence factors, and learning motivation by background and as a following research, the research and development of practice dance program at the dance education situations is also highly recommendable.
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