Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/108132
Title: 國小音樂教學應用『多元智能』增進學童音樂能力之研究
A Research on Applying Multiple Intelligences Theory to Music Teaching in Elementary School to Improve Students’ Musical Ability
Authors: 姚世澤
林雅萍
Lin Ya-Ping
Keywords: 國小音樂教學
多元智能
音樂能力
Music Teaching at Elementary Schools
Multiple Iintelligences
Musical Ability
Issue Date: 2005
Abstract: 本研究旨在探究「國小音樂教學應用多元智能以增進音樂能力之研究」,經由問卷調查、訪談調查之實施與綜合文獻資料,瞭解國小音樂教師應用「多元智能」進行音樂教學之可行性與實施方式。最後依據研究結果,提出國小音樂教學應用「多元智能」之教學策略,以做為增進兒童音樂能力之相關研究的重要參考。根據研究主題,本研究獲得下列具體結論: 一、教師應熟知「多元智能」論之理念,並具備「多元智能」之內容、智能意涵及其教學方面等相關認知,以作為實施「多元智能」音樂教學的理論基礎。 二、教師在兼顧音樂教育本質與主體性之前提下,「多元智能」音樂教學在國小階段具可行性,且可達到強化學生學習效果並激發其潛能及創造力等成效。 三、「多元智能」之音樂課程設計應具備多元內涵,且教學活動需融入學生之生活經驗,以提供學生不同智能向度的學習方式。 四、教師進行「多元智能」之音樂教學時,除了開發學生潛能外更要重視後設智能的教導,以強化學生運用各項智能學習學科內容的能力並提升學習效能。 五、音樂教師進行教學時,要以「音樂智能」為教學重心並至少融合兩種以上智能實施教學,以拓展其他智能策略的應用與符合「多元智能」的教學內涵。 六、「多元智能」之音樂教學模式均適用於音感教學、認譜教學、演奏教學、歌唱教學、創作教學、欣賞教學等教學項目,教師可根據不同之教學需求,彈性運用適切之智能教學模式並同等重視各項智能教學方式之應用,以發揮「多元智能」教學的效果、進而提升學童音樂能力。 七、「多元智能」評量必須同等重視學生的學習過程與結果,且評量實施要能夠直接檢視智能本身並具備多元化與真實的方式。 根據上述之研究結果,研究者針對相關教育單位、國小音樂教師及未來研究者提出具體建議,以作為未來「多元智能」音樂課程實施與相關研究的參考依據。
The purpose of the study is to investigate how music teachers at elementary schools adopt multiple intelligences to strengthen students’ music knowledge and ability. The study is made via questionnaires, interviews and literature discussing to understand the possibility and practice of elementary school teachers’ application to music teaching. Base on the study, the method of music teaching at elementary school is presented to be the references for the researches devoted to the enhancement of students’ musical ability. The findings are provided below: 1.Teachers should familiar with the theory of multiple intelligences and have related knowledge to build up the foundation of teaching music with multiple intelligences teaching approach. 2.Considering both the essence and autonomy of music teaching, teachers should apply multiple intelligences theory to music teaching to strengthen learning effects. Hence, students’ potential and creativity can be stimulated. 3.The music curriculum of multiple intelligences should have diverse contents, and the teaching activities should go with students’ living experience to provide different intelligent dimensions for learning. 4.When teaching music with multiple intelligences, in addition to develop students’ potential, teachers should also think highly of meta-intelligences in teaching. Therefore, students can use all intelligences learning each subject, and their learning efficiency can also be promoted. 5.Music teachers must emphasize music intelligence and apply at least two different intelligences during the procedure of teaching. Besides, they should also use all intelligences to match the meaning of teaching with multiple intelligences. 6.Teaching music with multiple intelligences can enhance students’ abilities of tonal sensibility, reading scores, playing, singing, composing and appreciating. Teachers can adopt proper intelligence teaching method flexibly according to different requirements, and they should pay attention to all intelligences equally to teach with multiple intelligences effectively. 7.The assessment of multiple intelligences has to consider all learning procedures and the results of students. In addition, the practice of assessment must examine the intelligences directly in a diverse and truthful way. Based on the result of the study, the research came to the recommendations for education administration, elementary school music teachers and future researchers to be the references of teaching music with multiple intelligences.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0069161006%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/108132
Other Identifiers: G0069161006
Appears in Collections:學位論文

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