놀이 활용 신체표현활동이 초등학생의 내적 동기에 미치는 영향 = The Effects of the Game-Based Dance Education on the Inner-Motivation of Young Students

다국어 초록 (Multilingual Abstract)

The game-based dance education is a self-directed dance learning process utilizing games. It is designed to attract voluntary participation from students. During the learning process, students are encouraged to set new rules of the game and to suggest new ideas and movements to enhance the excitement of the game. This study introduces the game-based dance education which is a new method of creative dance education, and tests its effects on the inner motivation of students. The inner motivation is consisted of the four sub-factors; the perceived competence, the interest-pleasure, the effort-importance, and the tension- pressure. To test the effect of the game-based dance education on each sub-factor of students, this study divided total 123 fourth-grade students into two groups, the experimental group and the control group. Then, the game-based dance education was taught to the experimental group for 14 weeks. On the other hand, the general dance education, as in the fourth-grade expression-activity teaching plan, was taught to the control group. The test results show that the game - based dance education affects the inner motivation of students. First, it significantly increases the perceived competence of students. The education through games makes students learn dance and movement easily and interestingly and, hence, students get new perception on dance education. Second, the game-based dance education certainly increases the interest of students and the pleasure of learning dance. Students had been somewhat passive in the class during the early stage of education, but, soon, they participated and enjoyed classes very actively. Third, it significantly affects the effort-importance of students. Students frequently suggested their own ideas during the games, and they tried to invent very creative movements during the class. However, the game-based dance education does not seem to affect the tension-pressure of students. There was no significant difference between the experimental group and the control group.

참고문헌 (Reference)

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