實驗國民小學一年級主題課程音樂教學之個案研究

Abstract

本研究旨在探討學校型態實驗教育公立國小──創新國小（化名）106學年度夏學季一年級故事大玩家主題課程之課程內涵，以及三位班級導師與音樂教師的教學內涵，探個案研究，針對三位班級導師、音樂教師與學生為研究對象，運用觀察法、訪談法與文件分析的方式，進行研究資料之蒐集與彙整。本研究之主要結論如下：

壹、研究個案的課程內涵 一、主題的形成要素為「社會」、「學習者」、「素養」三者的結合。 二、合適的教材能彰顯主題的特質。 三、先擴散後聚斂的課程發展，有助於學生自廣至深的探討主題。

貳、三位班級導師的教學內涵 一、教師依據課程發展三階段，實施不分科的教學活動及深化探討主題。 二、良好的學校組織支持，有益形成主題課程統整發展的教學環境。 三、質性且多元的評量方式有助師、生、親注重學生的學習歷程，回歸主題本身的探討。

參、以Reimer七階段全面課程模式探討音樂教師教學內涵 一、價值階段：讓學生發現音樂／藝術就在生活之中。 二、概念化階段：以兒童發展理論為整體教學的依據，以兒童音樂發展理論與達克羅士音樂節奏教學法的脈絡為音樂教學的依據。 三、系統化階段：以《十二年國教生活課程綱要》與《十二年國教藝術領綱》的學習重點，作為創新國小音樂／藝術學習序列之依據。 四、詮釋階段 音樂教師於研究個案「故事大玩家」的主題實施音樂／藝術的教學，以生活中的閱讀故事活動，引導學生從故事中發現、體驗、感受與理解音樂／藝術。其教學內容符合一年級兒童的音樂發展，並以達克羅士音樂節奏教學法的律動、音感訓練與即興創作，以及歌唱、說白節奏、樂器演奏、音樂知識、肢體開展與戲劇，豐富學生的學習項目。 五、運作階段 音樂教師實施音樂與主題的連結為「多學科課程統整模式」，音樂與表演藝術（肢體／戲劇）的連結為「跨學科課程統整模式」。音樂教師以「音樂要素」發展音樂教學脈絡，並運用「共同核心概念」（角色／背景／情節），構成音樂／肢體／戲劇與研究個案之《西遊記》教材連結。音樂教師實施的教材來源與類別以「即興的聽覺教材」與「自編的視覺教材」為主。音樂教師透過「實作評量」提升學生學習興趣與意願，從「觀察評量」中進行差異化教學。 六、經驗階段：學生習得的《十二年國教生活課綱》核心素養面向以「溝通互動」為主。 七、期望階段：社會對音樂教師教學內涵之期望以《十二年國教生活課綱》為代表；創新國小的教師們期望「藝術能種在每位孩子的心裡」，音樂／藝術能在每一次的主題課程中逐漸加深加廣。 最後，本研究針對課程統整之實施、課程統整之音樂教學，以及未來研究提出建議。The purpose of this research was to investigate the curriculum content of the first-grade "The Big Players of Story" thematic curriculum of 2017 summer term of the “Innovation” Elementary School which is a school-based experimental education elementary school, as well as the teaching content by the three class instructors and the music teacher. This research was a case study and the research objects were three class instructors, music teachers and students. The observation method, interview method and document analysis were used in this research to collect and synthesize research data. The main conclusions were drawn as follows:

One. The curriculum content of research case I.The key elements that form the theme were the combination of "society", "learner" and "competency".

II.Appropriate teaching materials could highlight the characteristics of the theme.

III.Curriculum development that extended first and then focused on helping students to explore the theme from broad to deep.

Two. The teaching content of three class instructors

I.According to the three phases of curriculum development, teachers conducted teaching activities regardless of the subject, and exploring the theme further.

II.Good support from school organization created a teaching and learning environment conducive to the integration development of thematic curriculum

III.The qualitative and diversified assessment methods helped teachers, students and parents to focus on students’ learning process and returned to the discussion of the theme itself.

Three. Investigating the teaching content of the music teacher with Reimer’s seven-phase model of the total curriculum

I.Values Phase: Let students discover that music/art is in their lives through each thematic curriculum.

II.Conceptualized Phase: Taking the child development theory as the basis for overall teaching and the children’s musical development theory and the context of Dalcroze eurhythmics method as the basis for music teaching.

III.Systematized Phase: Using the "Curriculum Guidelines of 12- Year Basic Education in Life Curriculum" and "Curriculum Guidelines of 12- Year Basic Education in Arts Field" as the basis for music/art learning sequences of the “Innovation” Elementary School.

IV.Interpreted Phase：Music teacher practiced music/art teaching on the theme of the research case "The Big Players of Story" and guided students to discover, experience, feel and understand music/art from stories by the activity of reading stories in daily life. The teaching content was in line with the musical development of first-grade children and enriched the students' learning programs with the Eurhythmics, Solfège and Improvisation of the Dalcroze eurhythmics method, as well as singing, narrating rhythm, instrument performance, music knowledge, expansive body and drama.

V.Operating Phase：The music teacher connected music and themes through the "multi-disciplinary model of curriculum integration" and connected music and performing arts (body/drama) through the "inter-disciplinary model of curriculum integration". Music teacher used "the elements of music" to develop the context of music teaching and used "the common core concepts" (role/background/plot) to create a link between music/body/drama and the teaching material "Journey to the West" of the research case. The sources and categories of teaching materials implemented by music teacher were mainly "the auditory teaching materials by music teacher’s improvisation" and "the visual teaching materials by music teacher’s self-designed ". Music teacher enhanced the students' interest and willingness to learn through "performance assessments" and used differentiated instruction in "observational assessment".

VI.Experienced Phase: The core competency dimension of the "Curriculum Guidelines of 12- Year Basic Education in Life Curriculum" acquired by students was mainly on "communication and interaction".

VII.Expectational Phase: The society took the "Curriculum Guidelines of 12- Year Basic Education in Life Curriculum" as the expectation of the teaching content by music teacher; The “Innovation” Elementary School’s teachers expected that "art can be planted in every child's heart" and music/art can be gradually deepened and broadened in each thematic curriculum.

Finally, suggestions were made for reference, including the implementation of curriculum integration, the music teaching of curriculum integration, and future research.