Wei Ming Tao, Yang Zhi, Bai Yu Jie, Yu Ning, Wang Chun Xia, Wang Nan, Cui Yan Shuo
Teachers College, Changshu Institute of Technology, Suzhou, China.
Melbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC, Australia.
Front Psychol. 2022 Jul 5;13:952124. doi: 10.3389/fpsyg.2022.952124. eCollection 2022.
This article reports on the evolution of breakdance. Given the inclusion of breakdancing in the 2024 Olympic Games in Paris, France, scholars have generated substantial international research related to breakdance teaching in recent years. However, few researchers have focused on the impact of formal formative assessment on breakdance teachers' teaching and students' learning. We wish to contribute to the quality of breakdance teaching and learning by identifying the positive impact of recent research on formative assessment on student learning and designing a formal formative assessment task related to breakdance. This article lays out a framework of formal formative assessment tasks and identifies the positive impact of formative assessment on dance education. Although our work is far from perfect, it does provide a general methodological framework for assessing breakdance students' abilities in formal educational settings.
本文报道了霹雳舞的发展历程。鉴于霹雳舞被纳入2024年法国巴黎奥运会，近年来学者们开展了大量与霹雳舞教学相关的国际研究。然而，很少有研究者关注正式的形成性评估对霹雳舞教师教学和学生学习的影响。我们希望通过确定近期关于形成性评估的研究对学生学习的积极影响，并设计一项与霹雳舞相关的正式形成性评估任务，来提高霹雳舞教学和学习的质量。本文提出了一个正式形成性评估任务的框架，并确定了形成性评估对舞蹈教育的积极影响。虽然我们的工作远非完美，但它确实为在正式教育环境中评估霹雳舞学生的能力提供了一个总体的方法框架。
