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Title: 多元文化取向音樂教學之行動研究:以國中藝術才能國樂班為例
Action Research on Multicultural Oriented Music Teaching: A Case Study of Art Talent Class for Chinese Music Program in Junior High School
Authors: 洪詠善
Keywords: 多元文化取向音樂教學
Multicultural Oriented Music Teaching
Art Talent Class for Chinese Music Program
Action Research
Issue Date: 2019
Abstract: 受到全球化浪潮影響,各國文化交流日益頻繁,有關多元文化議題亦越受重視,因此臺灣新一波的課程改革,特將「多元文化與國際理解」納為核心素養項目之一。本研究發現國樂班教學,多以西方音樂及中國樂曲為主軸,鮮少納入其他族群之音樂文化。有鑑於此,研究者藉由於音樂課程中融入多元文化的學習,以期有效提升學生對臺灣本土文化之認識,並進一步培養學生多元文化素養。本研究採取行動研究法,研究對象為桃園市某國中七年級藝術才能國樂班的學生。運用參與觀察法、文件分析、訪談與研究者之省思為蒐集與分析研究資料的方法。歸結本研究之發現與結果,獲致結論如下: 一、多元文化取向音樂教學之課程設計需兼顧「文化理解」與「音樂學習」,透過跨領域的協同教學方式,更能深化課程內涵。 二、多元文化取向音樂教學歷程中,教師應靈巧運用不同的教學策略,並使教學從教師中心轉向學生中心。 三、多元文化取向音樂教學能夠提升國樂班學生在認知、情意、技能的學習表現,但在素養導向的教學及評量上還有精進的空間。 四、實施多元文化取向音樂教學課程,能有效提升教師專業成長。 最後根據研究結果,研究者提出未來展望與目標,期望能做為音樂教師未來研究之參考。
Cultural interaction and multicultural issues have emerged due to globalization. The curriculum reform in Taiwan consequently includes "multiculture and international understanding" as core competencies. The teaching courses in Chinese music class mostly deal with Western music and traditional Chinese music, whereas music culture of other ethnic groups are rarely considered. In view of this, the purpose of this study is to enhance students' understanding of Taiwan’s culture by integrating Taiwan's Minnan and Hakka cultures in music courses, and further cultivate their multicultural qualities.The research adopts the action research method, and the research objects are a total of 17 seventh graders from a Chinese music class of a junior high school in Taoyuan City for an eight-week course. The research data is processed through observational method, document analysis, interviews, and reflection of researchers. The main findings of this study are as follows: 1.The curriculum designs of multiculture-oriented music should take into account both "cultural understanding" and "music learning". The enhancement of course connotation is approved through cross-disciplinary collaborative teaching. 2.In the process of multiculture-oriented music teaching, teachers should skillfully adopt different teaching strategies and focus on student-centered teaching instead of teacher-centered teaching. 3.In multiculture-oriented music teaching, the students’ performance of "cognitive domain", "affective domain" and "psychomotor domain" reaches some achievements, whereas there is still room for improvement in competency-driven instruction and assessment. 4.Implementing a multiculture-oriented music teaching course can effectively enhance the professional growth of teachers. In addtion, the future prospects and goals are proposed based on the research results, and it is expected to provide music teachers with reference for future researches.
Other Identifiers: G0506004120
Appears in Collections:學位論文

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