The Research On Dancesport Teaching With The Theory Of Cooperative Learning In Beijing Language Culture University

In order to improve the education quality of dancesport classes in universities, to promote the development of students'cooperative ability, to supplement the class-based traditional teaching method, author has hereby done an initial research on the practical methods and steps of cooperative learning theory applied in dancesport teaching. This thesis has adopted documentary references, questionnaires, interviews methods, the thesis has explored the features of cooperative learning groups, the specific modes of cooperative learning, the proper time of cooperative learning, the roles teachers play as in practical use of cooperative learning in dancesport teaching. It also has analyzed the related data about implementation of cooperative learning theory in college's dancesport teaching. The results of the research are as follows:1. It is not suitable to have too many students in one cooperative learning group of dancesport teaching. Two or three pairs would be fine. Group's slogan and marked action are the construction features of physical education item's group.2. In the specific modes of cooperative learning, the concrete steps of Student Team Achievement Division and Jigsawâ…¡in dancesport teaching. On the basis of dancesport teaching's features and practical teaching, work out the cooperative learning's specific modes of dancesport teaching:group performance and choreography.3.These are all good time to carry on cooperative learning, when the students are required to understand and discuss the theoretical content, when skill classes begin teaching dancing step and dancing combination, when dance is arranged and when classes are reviewed.4. In cooperative learning, teachers play roles as designers, promoters, participator and evaluators. The main purpose of teachers is to improve the efficiency of cooperative learning groups and let each member gets more benefit.5. After the experimentation of dancesport teaching, students'interests have been obviously increased both in experimental classes and comparative classes, but there are no big differences of interests between those students.6. The degree of anxiety on communication has conspicuously decreased in experimental classes, while there are no clearly changes in comparative classes.7. The level of dancesport's skills, students'dancesport choreography and creative ability of experimental classes are evidently higher than comparative classes.