素養導向大學體育舞蹈課程跨文化舞蹈教學模型建構：以《新掌中芭蕾》為例

Constructing a Cross-Cultural Dance Teaching Model for Competence-Oriented University Physical Education: A Case Study of New Puppet Ballet

本研究旨在探討《新掌中芭蕾》作為跨文化舞蹈作品，如何轉化為素養導向大學體育課程中的教學資源，並分析舞蹈作為具身知識與文化詮釋媒介的教育潛能。研究從舞蹈哲學與跨文化創作的視角出發，援引梅洛龐蒂的現象學、高達美的詮釋學以及阿多諾的非同一性美學，作為理論依據，以闡釋作品中異質動作語彙與身體策略的教育意涵。方法上採取質性研究取向，結合文本分析、創作者訪談與舞者自身敘述，探討舞作中所呈現之文化融合與身體轉化歷程。研究成果提出一套結合古典芭蕾基本訓練與焦點討論法的教學模型，設計包含動作模仿與創作、偶戲體驗與主題討論三個模組，建構「身體—感知—語言—詮釋」的教學歷程。結果顯示，此模型有助於提升學生之動作控制力、文化詮釋素養與跨領域整合能力。結論指出，該課程設計具備實作性與反思性兼具之特徵，能為大學體育課程注入藝術性與文化深度，提供教學現場創新應用的參考依據。

This study aims to explore how New Puppet Ballet, as a cross-cultural dance work, can be transformed into a teaching resource for competency-based university physical education courses, and to analyze the educational potential of dance as a medium for embodied knowledge and cultural interpretation. Drawing from the perspectives of dance philosophy and intercultural creation, the study adopts Merleau-Ponty’s phenomenology, Gadamer’s hermeneutics, and Adorno’s aesthetics of non-identity as its theoretical framework to interpret the educational significance of the work’s heterogeneous movement vocabularies and bodily strategies. Methodologically, this research employs a qualitative approach that combines textual analysis, interviews with the choreographer, and reflective accounts from a participating dancer to examine the processes of cultural fusion and embodied transformation presented in the performance. The study proposes an instructional model that integrates classical ballet training with focus group discussions, consisting of three modules: movement imitation and creation, glove puppetry experience, and intercultural thematic discussion. This model constructs a learning process based on the cycle of body-perception-language-interpretation. Results indicate that the model effectively enhances students’movement control, cultural interpretation competence, and interdisciplinary integration skills. In conclusion, this curriculum design features a blend of practical and reflective elements, infusing artistic and cultural depth into university physical education, and offers an innovative pedagogical reference for educators.