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A research on the influence of rural-urban differences’ on junior high school students’ music learning attitude in Changhua
music learning attitude
|Abstract:||本研究旨在探討城鄉差異影響國中學生音樂學習態度之相關因素，以彰化縣十六所國民中學七年級學生與音樂教師為對象，研究方法採用文獻探討、問卷與訪談調查，透過資料整理，以SPSS12.0 for windows 統計套裝軟體，應用次數分配、百分比、平均數、標準差、單一樣本Ｔ檢定、多因子變異數分析與迴歸分析，獲得具體發現與結論如下：
The purposes of this research are twofolds. This research looked into the influence of rural-urban differences on junior high school students’ music learning attitudes, and the correlation between rural-urban differences and 7th graders’ music learning attitudes in sixteen junior high schools in Changhua County, Taiwan. This study was conducted by using research methods, such as literature review, survey and interviews with 7th grade junior high school students and music teachers. For data analysis, SPSS version 12.0 for windows was used to derive the frequency-distribution, percentage and the mean, and the standard of deviation. Also, one-sample t-test and two way ANOVA, and multiple-regression-analysis were performed during data analysis. The result of this study were as followings: (1)The students had positive attitudes toward music learning. However, despite of their attitudes toward music learning, their performances were affected by the insufficient music learning resources provided by their families and or the community. Compared with the countryside students and the remote districts students, students from the countryside had more enthusiastic attitudes toward learning music than the remote districts ones who have less self-confidence in learning music; (2)Junior high school students have positive attitudes toward music learning, but they seldom took the initiative in music learning. This study has found that students from the countryside felt enthusiastic toward having the opportunity to learn music. Students from urban area liked to take the initiative in music learning voluntarily. Among urban, rural and remote areas, students from the remote areas were more passive toward music learning; (3) This study had discovered that the condition of facilities and resources in both urban and rural school varies. Although there were more facilities and resources available in urban schools, a lot of the facilities were out of date and haven’t been properly replaced. For several rural schools that this study visited, there were insufficient amount of music teaching facilities and resources. Consequently, because of lacking teaching facilities and resources, the insufficiency has made an influence on the teaching quality of music teaching; (4) According to the interview data, music teachers had good interactions with students who tended to have good interactions with themselves. During their music classes period, students tended to have a high-reliance on the teacher in their music classes; (5) Due to the significant lacking extra-curricular music learning opportunities and the low emphasis on the importance of music education in countryside and rural families, the rural children’s music learning opportunities and music learing attitudes were affected by this insufficiency; (6) Students from the remote rural areas tended to treasure the opportunities to participate in clubs and community activities. On the other hand, due to the emphasis in urban students’ performance in their academic studies, urban students tended not to participate and value the opportunity to participate in community cultural events; (7) Gender does affect junior high school students’ music learning attitudes. Since junior high school boys were in their puberty and experiencing voice change, they tended to have a lower motivation toward learning music than junior high school girls; (8) Environmental factors such as family and community environments do have an influence on junior high school students’ music learning attitudes.
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