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題 名 | 臺灣中部地區國小傳統音樂教學實施現況之研究=A Current Study on the Elementary Instruction of the Chinese Music in Central Taiwan Area |
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作 者 | 林月里; | 書刊名 | 臺中師院學報 |
卷 期 | 16 2002.07[民91.07] |
頁 次 | 頁753-784 |
分類號 | 523.3391 |
關鍵詞 | 傳統音樂; 音樂教學; 臺灣中部地區; 調查研究; Chinese music; Music instruction; Survey study; Central Taiwan; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在以民國82年部頒之課程標準為基準,調查國民小學傳統音樂教學概況,進行而研究分析國民小學在傳統音樂教學的的良莉及改進之道,以供我國政府規畫教育改革時的參考。本研究採用文獻分析、訪談和問卷調查等方式。訪談對象為對傳統音樂有造詣的專家學者、國小校長、主任、老師等共8位,問卷調查為對象為臺中市、臺中縣、彰化縣及南投縣,共89位國小老師。所蒐集之資料經百分比、平均數、t考驗、單因子變異數分析等統計方法進行處理。研究者除提出教育政策、教育行政、社會環境、與後續研究的諸多建議外,本研究主要發現如下: 一、在傳統樂器教學方法調查中,發現國小老師對傳統樂器的演奏能力與指導能力相當有限,且不因分佈地區、有無音樂背景、以及級任或科任之分別而有明顯的差異。學校設備以木魚、鈸、鑼與笛為主,教師對傳統樂器的教學方法大都只能以圖片呈現。 二、在傳統樂器教學態度調查中,發現國小老師相當肯定傳統樂器教學的重要性,喜歡參加傳統音樂的研習會或學術討論會,對自已傳統音樂或樂器教學知識深感不足,普遍認為目前國小音樂課程標準中的傳統樂器教學指引不夠,且學校行政部門相關設備與教材缺乏。 三、在傳統音樂教學限制因素調查中,發現經費限制因素上,以「限制採購樂器及教學的設備」影響傳統音樂教學的推廣最大;可用性限制因素上,以「無系統性的課程規劃」影響傳統音樂教學的推廣最大;知識與操作限制因小上,以「欠缺有關教學方面的知識」影響傳統音樂教育的推廣最大;其他限制因素上,以「教育主管單位缺乏培育教學師資的長期計劃」影響音樂教學的推廣最大。 四、有關訪談結果發現,師資培育機構應極力推動傳統音樂教學的傳承,專家學者與有經驗之教師,可以協力編一套傳統音樂及樂器教學系統化教材與考級制度,充份落實本土化的傳統音樂課程。 |
英文摘要 | One of the purposes of this study was to investigate the Chinese music education in primary schools according to the National Curriculum Standards of 1993. Another purpose of this study was to analyze the status quo to find out the obstacles in teaching the Chinese music in primary schools. Finally, the study offered some suggestions to improve the Chinese music education in primary schools. Literature review, interviews, and questionnaires were used in this study. Interviews were administered to eight interviewers, including music experts, principals, directors, and teachers. Questionnaires were gathered from 89 teachers from four areas including those from Taichung City, Taichung County, Chung-hwa County, and Nan-tao County. The statistics, such as percentile, average, t-test, and One-way ANOVA, was used to analyze the data from questionnaires. Some major findings were founded as follows: 1、Data showed that teachers were not competent in instrument skills and instructional ability, although there was no significant difference among groups of teachers, in terms of teaching areas, background, and teaching positions. 2、Teachers valued highly about attending music workshops or academic seminars to enhance their ability in teaching the Chinese music. 3、The result showed both the guidelines in teaching materials and the inseru ments were not sufficient in most schools. 4、The major music instruments were used in the Chinese music class were limited to wooden block, cymbals, gongs, and flutes. 5、Factors, such as limit purchase of music instruments, no systematic design of instruction, low teaching knowledge, and no long-term teaches training programs, significantly affected the development of the Chinese music education in schools. |
本系統中英文摘要資訊取自各篇刊載內容。