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題 名 | Effects of Creating Activities on Students' Comprehension of Musical Concepts and Their Leaning Attitudes=創造性音樂活動對學生學習音樂概念的影響與學習態度的影響 |
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作 者 | 呂佳陵; | 書刊名 | 人文社會學報. 國立臺中技術學院 |
卷 期 | 2 2003.12[民92.12] |
頁 次 | 頁165-180 |
分類號 | 910.3 |
關鍵詞 | 創造性音樂教育; 音樂概念; 學習態度; Music education; Creative teaching; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究探討創造性音樂活動對學生學習音樂概念的影響與學習態度的影響,採準實驗設計,有一控制組與二實驗組,控制組使用一般的音樂教科書教學,實驗組使用研究者依據一般的音樂教科書自行改編的教學活動設計教學。其中,第一實驗組的教學設計包含創造性音樂活動,第二實驗組與第一實驗組的教學活動很類似但不包含創造性音樂活動。研究對象為國中一年級學生。為期八週的教學研究發現,和傳統的教學(控制組)比較,有融入創造性音樂教學活動的課程(第一實驗組)在音樂概念的學習有顯著的進步,學生不僅能夠分析教過樂曲的音樂概念,也能分析類似的、但沒教過的樂曲中之音樂概念。第二實驗組的學生則只在分析教過樂曲的音樂概念方面有顯著進步,在分析類似的、但沒有教過的樂曲中之音樂概念方面則無顯著進步現象。此外,對學生的問卷調查發現,參與創造性音樂教學課程的學生其學習動機較強、學習態度較積極、對音樂的學術性與知識性評價也較高。參與教學實驗的教師們也肯定創造性音樂活動對學習的正面影響,但準備課程需花較多時間,同時教師需要較多的相關訓練才能勝任。 |
英文摘要 | This study investigated the effects of creative musical activities on Taiwanese students’ learning of musical concepts. It also evaluated whether the author-designed creating activities were feasible based on students’ opinions, their abilities to perform tasks, and teachers’ abilities to teach the activities. The methodology was a quasi-experimental, pretest-posttest control grope design, which employed a random assignment to one to three instructional approaches of three pre-existing intact classes from each of two participating music teachers. The first approach incorporated creating, listening, moving, performing., analyzing, and reading activities. The second approach incorporated similar actives except for the creating activities. The third approach was a traditional one and functioned as a control for the experiment. A total of 206 seventh-grade participants received music instruction for six weeks, two 45-minute sessions per week. Students’ recall abilities and their abilities to apply learned skills to analyzing music were assessed through a pre-and posttest of listening. Results showed that creating activities in the first approach significantly developed these two types of abilities in both males and females. The second approach developed female students’ performance and only on the recall tasks. Instructed by the first approach, students with on outside musical training improved both types of abilities, but students who had outside training only improved recall abilities. Students’ feedback, collected through questionnaires, showed that creating activities increased students’ preference for some activities, significantly contributed to students; musicianship, and increased students’ interest in learning music. Teachers’ journals indicated that students were able to conduct creating lesions with the given strategies. Students’ better achievement, positive attitudes, and enjoyment in creating activities encouraged teachers to continue teaching creating activities and to seek related in-service training opportunities. Teaching creating activities was concluded to be an effective way of teaching music because it crucially developed abilities to transfer learning and because students enjoyed it. However, music teachers seemed to need more related pedagogical training. |
本系統中英文摘要資訊取自各篇刊載內容。