A Study On The Effects Of Emotion-driven Instruction On Dancing Learning Motivation And Achievement Of 9-11-year-old Children

The Ministry of Education has explored the inclusion of art subjects in the scope of junior and senior high school level examinations,comprehensively implemented the assessment of the artistic quality of primary and secondary school students,and included the assessment results in the comprehensive quality evaluation of junior and senior high school students,which undoubtedly clarified the importance of aesthetic education and the education work in 2020 Direction,the importance of aesthetic education has once again been highlighted and emphasized.The enrollment reform policy for the 2020 college entrance examination students also clearly stated that the cancellation of the comprehensive quality evaluation of all Olympiad training classes will be included in the college entrance examination.The focus is on the interests of music,dance,art and other specialties.Dance education has a growing market prospect.In order to enhance the competitiveness of training institutions,some dance teachers only focus on children’s dance skills training.This is to attract the attention of children and their parents,thereby ignoring the children’s physical and mental development level;in addition,parents ’ herd mentality and other purposes drive children to learn dance,and children’s interest and autonomy in learning dance are hard to be stimulated and ignored.Children’s interest in dance and the emotions established with dance;children’s dance teaching mode is relatively simple,lacking the cultivation of dance spirit and connotation,which is not conducive to cultivating children’s aesthetic taste.In view of this,it is particularly important to develop a dance teaching model oriented to stimulate children’s interest in learning.In response to this phenomenon,based on the lively,enthusiastic,dynamic,playful,and lingering,lyrical,graceful,and soft style characteristics of Cha Cha in Latin dance,this research attempts to combine emotional teaching methods with children’s Latin dance classes.Teaching intervention experiment to explore whether the emotional teaching method has a positive influence on the dance learning motivation and performance of beginners aged 9-11.This article mainly adopts literature method and teaching experiment method,aiming at the psychological development characteristics of children aged 9-11 who are beginners in dancing,and designing an emotional teaching method for dance courses.More than 40 beginners aged 9-11 are selected from Fuyan Dance School.Divide them into two groups,respectively,as the control group and the experimental group.The experimental group adopts the emotional teaching method,and the control group adopts the traditional teaching method.The two groups are tested before and after the experiment using the "Physical Activity Motivation Scale".At the same time,the dance performances of the two groups were tested after the experiment,and the consistency of other variables was strictly controlled during the experiment.The two groups of students were tested for the required indicators before and after the experiment,and the data obtained was processed and analyzed.Research result:1.After 16 weeks of teaching experiment,the Intrinsic Motivation(competence motivation and pleasure motivation)and extrinsic motivation(health motivation,social motivation and appearance motivation)were significantly increased in the experimental group after the Experiment(P < 0.05),in the control group,the Intrinsic Motivation(competence motivation and pleasure motivation)increased,but the extrinsic motivation(social motivation and appearance motivation)increased significantly(P < 0.05).2.After 16 weeks of teaching experiment,the Intrinsic Motivation(ability motivation and fun motivation)of the experimental group was higher than that of the control group,and there were significant differences between the two groups(P <0.05).3.After 16 weeks of teaching experiment,the experimental group’s dance scores were significantly better than the control group’s dance scores,with significant differences(P < 0.05).Conclusion:1.In 9-11-year-old children dance learning,the use of emotional teaching method can improve the children’s internal motivation of dance learning,and can promote their external motivation to internal motivation.2.In 9-11 years old children’s dance study,the use of emotional teaching method is superior to the traditional teaching method in improving children’s dance performance.