7-9岁儿童舞蹈基本功flash动画制作及其在教学中的效果研究
发布时间：2018-11-28 07:11
【摘要】：目的:舞蹈基本功是学习舞蹈的基石和关键,简单重复练习极易产生枯燥感。Flash动画教学融合了音乐、声效、动画以及富有新意的界面,与“口传身授”的传统教法相比,其呈现形式多样,富有趣感,符合儿童认知心理发展特点,易被儿童接受,因而有可能提高儿童学习舞蹈的兴趣。本研究根据7—9岁儿童生理和心理特征开发了舞蹈基本功flash动画并应用到实际教学中,验证flash动画在舞蹈基本功教学中的效果是否优于传统舞蹈教学,能否激发儿童的学习兴趣和动机。方法:以益群小学7—9岁儿童两个舞蹈兴趣班新生为研究对象,每个班30人,均为女生。随机分为实验班(组)和对照班(组),进行为期12周的教学实验,60分钟/节,2节/周,共24节课时:实验之前发放第一次问卷调查(舞蹈知识问卷、学习动机水平问卷、学生自信心问卷)和舞蹈基本功技能测试(实验前),实验第5周发放第二次问卷和测试(实验中),实验最后一周第12周做了第三次问卷调查和测试(实验后),第二次和第三次问卷和测试内容与第一次一致。对并对搜集的数据进行统计分析。结果:1.无论是实验组还是对照组,舞蹈知识问卷成绩和舞蹈技能成绩都随着教学进程的进行显著提高(实验后实验中实验前;p0.05),但是实验第5周实验组学习动机水平与实验前相比有显著提高,对照组学习动机水平提高不明显。2.与对照组相比实验组技能成绩、知识问卷成绩、学习动机水平、学生自信心在第5周、第12周均有显著提高(p0.05)。3.舞蹈基本功技能成绩与学习动机水平、学生自信心呈显著正相关(r=0.779,p0.01;r=0.744,p0.01)。结论:Flash动画教学效果优于传统舞蹈教学,这可能与flash动画提高了学生的学习动机和自信心相关。
[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.
【学位授予单位】：广州体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.71
本文编号：2362174
[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.
【学位授予单位】：广州体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.71
【参考文献】
相关期刊论文 前10条
1 李雪芹;;谈启发式教学在舞蹈低年级教学中的重要性[J];大众文艺;2016年19期
2 李小鹏;龚花兰;张春芳;;Flash动画技术在织物结构与设计课程课件制作中的应用——小提花织物构图的Flash动画模拟[J];中国现代教育装备;2016年05期
3 黄静;;试论儿童舞蹈教育不同阶段的教学目标设置与相应的教学方法[J];艺术品鉴;2015年04期
4 蔡建春;;Flash动画在多媒体课件制作中的应用[J];电子技术与软件工程;2015年05期
5 张晓岚;;Flash动画广告——艺术与技术的结合[J];现代装饰(理论);2013年05期
6 谢国忠;;Flash动画在小学语文教学中的应用[J];软件导刊(教育技术);2012年03期
7 杨林;;舞蹈基本功训练的内容与方法[J];和田师范专科学校学报;2010年04期
8 米萌;;浅谈学习兴趣与学习动机的关系[J];新课程研究(下旬刊);2010年02期
9 赵俊韬;周曲珠;;利用flash动画形象展现液压系统中的动画效果[J];高职论丛;2008年04期
10 王金霞;;高师舞蹈教育专业教学方法的现状及改革[J];科教文汇(上旬刊);2008年06期
相关硕士学位论文 前6条
1 潘阳;舞蹈的多媒体呈现方式探究[D];中央民族大学;2015年
2 舒文琪;关于学习体育舞蹈对少年儿童兴趣的培养及审美价值观塑造的研究[D];武汉体育学院;2014年
3 任航;情感教学下小学生英语学习动机和兴趣培养的研究[D];辽宁师范大学;2013年
4 徐斐;心理暗示在高校体育舞蹈教学中的实验研究[D];武汉体育学院;2009年
5 鲁春霞;构建体育舞蹈教学方法体系的初步研究[D];武汉体育学院;2006年
6 吴娟;FLASH动画与电视节目创作[D];山东师范大学;2006年
，本文编号：2362174
本文链接：https://www.wllwen.com/jiaoyulunwen/xiaoxuejiaoyu/2362174.html
