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A Study on Reflective Thinking of University Music Majors in “Harmony”
music major students
一、和聲學授課教師的教學策略以課程目標為導向，各有不同的教學方法，主要學習教材為Harmony and voice leading，並大致以該書目錄作為課程大綱，學習概念包含基礎音樂要素及各種和弦的配置，並強調音感的訓練。
This paper discusses the characteristics of Harmony, and the degree and difference of reflective thinking of music major freshmen. This is a survey study which the questionnaire was mainly method and the interview was applied as assist. The research subjects were three teachers and 139 students from three different universities in music department. First of all, the researcher interviews the three teachers to take on the characteristic of Harmony. The next,“Questionnaire of reflective thinking of university music majors in Harmony” is taken to understand the degree and difference of student’s reflective thinking, receiving a total of 121 effective questionnaires, which rate of return is 87%. Results of this study are as following: 1. The teaching strategy of teachers of Harmony is oriented towards course objectives, applying different teaching methods. The main teaching material is Harmony and Voice Leading, using the catalogue of the book as the course outline. The learning concepts include basic music elementsand the distribution of chords, emphasizing the training of pitch. 2. The degree of reflective thinking of freshmen in Harmony is higher in “understanding” and “reflection,” and lower in “habitual action” and “critical reflection.” 3. The degree of reflective thinking is nothing but positive correlation between the dimension of “ensemble learning” and the dimensions of “habitual action,” “understanding,” “reflection, and “critical reflection.” Furthermore, the high positive correlation is between “ensemble learning” and “reflection.” In addition, the learning experience of different music talented class makes a great difference in “understanding” in reflective thinking of the students. 4. The degree of reflective thinking is merely up to “habitual action” and “understanding.” The results of the interview which speculated from the researcher may be caused by the bad attitude and lack of learning motivation of students. 5. The teaching strategy of the teachers of Harmony and the practicing of learning concepts may make students enhance the degree of reflective thinking, but the more subtle influencing factors could be further studied. Finally, based on the research results of the study, suggestions are presented for teachers of Harmony, university music majors, and future research. Keywords: reflective thinking, Harmony, music major students
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