臺灣博碩士論文加值系統

　　體育課程中的運動舞蹈內容經常可以促進學習者同儕間的互動，而落實體育課程對於強化學生社會行為發展的教育目標。然而，強化每一位學習者在動作技能的知能並結合有效的教學評量，將會是達成上述課程目標的重要關鍵。本研究旨在於以Tango舞科為例，發展具有信度與效度的基本動作評分表，以作為學習者與教學者評量基本Tango舞蹈動作的工具。研究先就Tango基本動作元素的重要性，進行運動舞蹈專業教師（15名）與初學Tango的大專學生（38名）之認知比較，再通過德爾菲法進行10名專業舞蹈教師小組的溝通，而編定適合大學生體育課程使用的Tango基本動作評分表。百分比同質性考驗的結果顯示，舞蹈專業教師與初學者對於音樂、姿勢、足部動作、方向與反身動作姿勢（CBMP）等元素的重要性認知百分比均相同（χ2(4) = 4.55, p = .34, Vc = .28），音樂節奏（50%）與姿勢握持（35%）則是較多數舞蹈專業教師重視的基本Tango動作元素（χ2(3) = 10.80, p < .05）。經過二次研究分別制定的Tango基本動作評分表與Tango基本動作百分比評分表，德爾菲專家平台增列了舞序熟練度，與音樂節奏、姿勢握持等二元素並列為最為重要的初學Tango舞蹈基本元素，在評量分值中均各佔20%。CBMP是Tango舞科最具特色基本元素，在重要基本動作百分比評分表的開發過程中，德爾菲專家平台均認為此一元素相較於其他動作元素則最為不重要，給分百分比僅佔10%，運動舞蹈專業教師主要認為初學者先須掌握Tango的基本音樂節奏、姿勢握持與舞序等元素，而CBMP則為另一階段的課程重點。

　　Ballroom dance as the content of physical education is beneficial to promote the peer interaction among the learner. And making ballroom dance a practical and successful part of the physical activity setting, it is efficient to develop the education standard of the social behavior. However, the reinforcement of the psychomotor and cognition in combination with the efficiency of assessment on the task for learner is an important crisis to achieve the aforementioned standard. This study aims to construct the scoring rubric for basic Tango technique with validity and reliability in order to evaluate the effectiveness of teaching and to provide leaner information on their progress. Fiteen professional ballroom dancers/teachers and 38 Tango beginners/university students participated the comparison of the basic elements of importance in study one. There were ten professional ballroom dancers/teachers served as the Delphi panel to develop the besic Tango technique scoring rubrics for the curriculum of physical education of university in study two and study three. The result of test of homogeneity of proportion indicated there was no difference between professional ballroom teachers and beginners in the proportion of the cognition of the basic elements of importance (χ2(4) = 4.55, p = .34, Vc = .28). Most ballroom teachers thought music & rhythm (50%) or poise & hold (35%) were the most important element in basic Tango learning (χ2(3) = 10.80, p < .05). During the processes of the development of the basic Tango technique scoring rubic and the proportion of the basic Tango technique scoring rubic, the Delphi panel added the element of routine. The Delphi panel considered the proportion was 20% for every element of routine, music & rhythm and poise & hold in the beginning Tango students. The contrary body movement position (CBMP) is the most peculiar element in Tango, but almost all the Delphi panel thought it was the last important (score proportion: 10%) during the process of the development of the scoring rubics. The professional ballroom teachers pointed out that a beginner had to control the basic Tango technique of the poise & hold and music & rhythm to perform routine first, but the technique of CBMP was the point of the advance program.

一、中文部份
王文中(2004)。Rasch測量理論與在教育和心理之應用。Rasch測量：理論與實務。臺北市：國立臺北師範學院教育與心理諮商學系。
王玉娟(2004)。以評分規程實施同儕互評對於國小高年級學童直笛演奏教學學習成效之影響。未出版之國立臺中師範學院教育測驗統計研究所碩士論文，臺中市。
徐新龍(1997）。摩登舞技術經典。臺北市： 臺灣大英百科股份有限公司。
高嘉璘(2007)。華爾滋動作學習的情境干擾效應。未出版之國立彰化師範大學應用運動科學研究所碩士論文，彰化縣。
張春興(1994)。教育心理學－三化取向的理論與實踐。臺北市：東華。
郭生玉(1995)。心理與教育測驗。臺北市：精華書局。
單文經(1998)。評介兩種多元評量－真實評量與實作評量。北縣教育，25，46-52。
曾雅瑛、黃秀霜(2000)。國民小學社會科教學評量的省思。新世紀優質學習的經營研討會論文輯，279-291。臺北市：教育部。
曾盟堡(2000)。運用多層面Rasch模式分析運動裁判之判決-以標準舞為例。國立臺灣體育學院體育研究所碩士論文，未出版。
黃于庭(2003)。運動舞蹈介入休閒活動對平衡控制的影響。未出版之國立臺灣體育學院體育研究所碩士論文，臺中市。
黃于庭、張光銘(2003)。社會變遷與臺灣社交舞的發展。第五屆東北亞體育運動史學術研討會專刊（p. 78）。論文發表於第五屆東北亞體育運動史學術研討會。嘉義縣：吳鳳技術學院。
黃心怡(1998)。科學化舞蹈訓練法的探求。大專體育雙月刊，40，58-63。
趙群倫(2003)。運動舞蹈者在注意力限制下的平衡控制效應。未出版之國立中正大學運動與休閒教育研究所碩士論文，嘉義縣。
歐滄和(2002)。教育測驗與評量。臺北市：心理。
謝苑玫(2000a)。全觀而回饋豐富的音樂教學評量設計。新世紀優質學習的經營研討會論文輯，259-278。臺北：教育部。
謝苑玫(2000b)。音樂教學評量的反省與前瞻。測驗與輔導，159，3325-3329。

二、英文部分
Hurley, A. (1994). The ballroom technique. London: Lithoflow.
Engelhard, G. (1992). The measurement of writing ability with a many-faceted Rasch model. Applied Measurement in Education, 5(3), 171-191.
Thomas, J. R., & Nelson, J. K. (1996). Research methods in physical activity (3rd ed.). Champaign, IL: Human Kinetics.
Lunz, M. E., Wright, B. D., & Linacre, J. M. (1990). Measuring the impact of judge severity on examination scores. Applied Measurement in Education, 3(4), 331-345.
Linacre, J. M. (1990). Rank ordering or judge-awarded ratings? Rasch Measurement Transactions, 4(1), 95.
Wright, B. D. (1995). Diagnosing person misfit. Rasch Measurement Transactions, 9(2), 430-431.
Jackson, C. W. & Larkin, M. J. (2002). Rubric teaching students to use grading rubrics. Teaching Exceptional Children, 35(1), 40-45.
Whitcomb, R. (1999). Writing rubrics for the music classroom. Music Educators Journal, 85(6), 26-32.