무용인식이 무용적 가치와 무용수업 가치에 미치는 영향

Abstract

In the present study, high schools, not include dance class, in Seoul and Kyounggido are choose and sampling using the systematic stratified cluster random sampling to estimate effect of dancing value and dancing class on high school student's dancing cognition in 2009. total responses are 491 without 9 of 500 that insincere response. Total 24 questions as verified list of questions that consisting of 2 background variable, 7 questions with dance cognition as independentvariable which used by Hwang(2002) and 6 one with dance value and 9 one with value of dance class as dependentvariable which used by Ko(2000) are reconstructed to match the present study. First of all, a response that has not reliability among collected responses of list of questions by method of data acquisition are excepted. Reliable data are inputted into a computer and performed computation process using the SPSS/PC+ ver.13.0. Statistics method is estimated using the technical statistics analysis, Chi-square test, correlation and multiple regression analysis. Objective of this study is estimating effect of dancing value and dancing class on dancing cognition. we can obtain these results as a result of analysis of concrete research problems. First, cognition about dance with the distinction of sex has statistical different result because of idea with dance and interest or no interest about dance. And cognition about dance by experience of dance class has statistical different result because of interest or no interest about dance. Second, cognition about dance with the distinction of sex has statistical different result because of necessity of dance class. And cognition about dance by experience of dance class has statistical different result because of necessity of dance class. Third, dance value and value of dance class with the distinction of sex appears that female has one more than male. Fourth, interest of cognition about dance has statistical static correlation with necessity, value of dance and value of dance class. Necessity has statistical different result with value of dance and value of dance class. And value of dance had statistical different result with value of dance class. Fifth, all elements influence value of dance and value of dance class by interest of cognition about dance and necessity. Sixth, it is shown that value of dance influence value of dance class. In the present study, we can see that these results agrees some of past research which these elements are influence general cognition about dance from the above results. But we can see that high school students who have not has dance class think dance are obstruction with an entrance examination in this study. Dance class and solution to help social education has to be made in high school because a dance is not dealt as personal eduation and entrance examination.