在香港学校粤剧教学中教师与艺术家的合作:学生的转变

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
B. Leung, Chi Cheung Lawrence 梁志鏘 Leung
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引用次数: 19

摘要

本研究旨在探讨在香港学校中,学生如何及为何会在学习粤剧时,以师艺合作的方式转变学习动机。一位艺术家和来自四所学校的七名教师合作,用八周的时间教授这一流派。采用一套粤剧学习前和学习后的问卷来测量学生粤剧学习动机的变化。定性数据来自课堂观察和对教师和学生的焦点小组访谈。结果表明,学生学习体裁的动机发生了变化。统计分析显示,小学生学习粤剧的动机显著增加,中学生学习粤剧的动机没有增加。归因包括年龄差异、自我意识、内在价值和社会文化影响。然而,我们发现这种合作关系是一种适当而有效的教学方式,因为它在教师和艺术家之间起到了“角色补充”的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teacher-artist partnership in teaching Cantonese opera in Hong Kong schools: Student transformation
This study aims to examine how and why students transform in terms of learning motivation in learning the Cantonese opera with a teacher-artist partnership approach in Hong Kong schools. An artist and seven teachers from four schools collaborated to teach the genre for eight weeks. Students’ learning motivation changes in Cantonese opera was measured by a set of pre- and post-learning questionnaires. Qualitative data were drawn from class observations and focus group interviews with teachers and students. Results indicate that students’ motivation in learning the genre has been changed. The statistical analysis suggests that, while primary students had significantly increased their motivation in learning Cantonese opera, the secondary students’ motivation had not increased. Attributions include age differences, self-consciousness, intrinsic value and socio-cultural impact. However, the partnership was found to be an appropriate and effective approach in teaching the ethnic genre for its “role supplementation” between the teacher and the artist.
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来源期刊
International Journal of Education and the Arts
International Journal of Education and the Arts EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.30
自引率
16.70%
发文量
0
审稿时长
12 weeks
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