The integration of information technology is introducing a new paradigm for dance classroom teaching in higher education,moving beyond the traditional,teacher-centered approach of oral transmission and physical demons...The integration of information technology is introducing a new paradigm for dance classroom teaching in higher education,moving beyond the traditional,teacher-centered approach of oral transmission and physical demonstration.To investigate the effectiveness of the technology-enhanced teaching model in higher education dance courses,this study constructed a multimodal classroom behavior analysis coding system containing 23 teaching modes specifically designed for dance classroom characteristics.Using videos recorded a university’s Dance course(N=72 students,8 sessions)as a corpus,a learning analysis model was designed to annotate and analyze the multimodal behaviors in technology-integrated and traditional dance classrooms.Through lag sequential analysis and quantitative analysis of behavior coding,the results indicated that high-frequency modal combinations synergistically enhance the teaching effect,boosting knowledge transfer efficiency,cultural understanding,creative practice,and teacher-student interaction.The technology-integrated classroom demonstrates regular patterns in dance teaching behavior sequences.Furthermore,while both traditional and multimodal classrooms utilize language and movement,the multimodal approach emphasizes student-centered pedagogy and integrated educational technology,thereby expanding the use of non-body modalities such as video.These findings not only provide empirical evidence for optimizing technology integration in dance pedagogy but also establish a behavioral-level analytical framework for future research in performing arts education.展开更多
Methods to measure consistent individual differences in behavior （i.e. animal personality） fall into two categories, subjective ratings and behavioral codings. Ratings are seldom used despite being potentially more ...Methods to measure consistent individual differences in behavior （i.e. animal personality） fall into two categories, subjective ratings and behavioral codings. Ratings are seldom used despite being potentially more efficient than codings. One potential limitation for the use of ratings is that it is assumed that long-term observers or experts in the field are required to score individuals. This can be problematic in many cases, especially for long-term ecological studies where there is high turnover in personnel. We tested whether raters who were unacquainted with subjects could produce reliable and valid personality assessments of yellow-bellied marmots Marmota flaviventris. Two raters, previously unacquainted with individuals and marmot be- havior, scored 130 subjects on fifteen different adjectives in both open-field （OF） and mirror image stimulation （MIS） trials. Eight OF and nine MIS adjectives were reliable as indicated by both a high degree of intra-observer and inter-observer reliability. Additionally, some ratings were externally valid, correlating with behavioral codings. Our data suggest that activity/exploration and sociability can be a reliable and valid measurement of personality traits in studies where raters were unacquainted with subjects. These traits are observable with the personality tests we used; otherwise researchers using unacquainted raters should be cautious in the tests they employ [Current Zoology 60 （2）： 162-169, 2014].展开更多
基金funded by the Teaching Reform Project of Colleges in Guangdong Province(Grant number 2024-9-802)the Guangdong Philosophy and Social Sciences Planning 2026 Youth Project“Intelligent Integration and Innovation Empowering Rural Aesthetic Education Classrooms:Evaluation Model and Evidence-Based Improvement Path for Effective Teaching Behaviors”(Grant number GD26YYS73)the Macao Science and Technology Development Fund(FDCT)(Grant number 0071/2023/RIB3).
文摘The integration of information technology is introducing a new paradigm for dance classroom teaching in higher education,moving beyond the traditional,teacher-centered approach of oral transmission and physical demonstration.To investigate the effectiveness of the technology-enhanced teaching model in higher education dance courses,this study constructed a multimodal classroom behavior analysis coding system containing 23 teaching modes specifically designed for dance classroom characteristics.Using videos recorded a university’s Dance course(N=72 students,8 sessions)as a corpus,a learning analysis model was designed to annotate and analyze the multimodal behaviors in technology-integrated and traditional dance classrooms.Through lag sequential analysis and quantitative analysis of behavior coding,the results indicated that high-frequency modal combinations synergistically enhance the teaching effect,boosting knowledge transfer efficiency,cultural understanding,creative practice,and teacher-student interaction.The technology-integrated classroom demonstrates regular patterns in dance teaching behavior sequences.Furthermore,while both traditional and multimodal classrooms utilize language and movement,the multimodal approach emphasizes student-centered pedagogy and integrated educational technology,thereby expanding the use of non-body modalities such as video.These findings not only provide empirical evidence for optimizing technology integration in dance pedagogy but also establish a behavioral-level analytical framework for future research in performing arts education.
文摘Methods to measure consistent individual differences in behavior （i.e. animal personality） fall into two categories, subjective ratings and behavioral codings. Ratings are seldom used despite being potentially more efficient than codings. One potential limitation for the use of ratings is that it is assumed that long-term observers or experts in the field are required to score individuals. This can be problematic in many cases, especially for long-term ecological studies where there is high turnover in personnel. We tested whether raters who were unacquainted with subjects could produce reliable and valid personality assessments of yellow-bellied marmots Marmota flaviventris. Two raters, previously unacquainted with individuals and marmot be- havior, scored 130 subjects on fifteen different adjectives in both open-field （OF） and mirror image stimulation （MIS） trials. Eight OF and nine MIS adjectives were reliable as indicated by both a high degree of intra-observer and inter-observer reliability. Additionally, some ratings were externally valid, correlating with behavioral codings. Our data suggest that activity/exploration and sociability can be a reliable and valid measurement of personality traits in studies where raters were unacquainted with subjects. These traits are observable with the personality tests we used; otherwise researchers using unacquainted raters should be cautious in the tests they employ [Current Zoology 60 （2）： 162-169, 2014].
