運用高音直笛教學提升高職智能障礙學生音感能力之研究
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2007
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Abstract
本研究主要的目的為運用高音直笛教學，來探討直笛運於高職智能障礙學生音樂教學之可行性，並分析直笛教學對於高職智能障礙學生在音感能力上之成效。本研究採用以整體班級為個案之個案分析法進行直笛教學實驗，其中輔以觀察法與個案訪談等方法以進行三角交叉驗證，使結果呈現更具完備。本教學實驗自民國95年11月中至95年12月底共計六節課。本研究資料來源除了質性敘述外，實驗研究的量化數據也包含探討範圍在內。研究步驟首先從文獻中探討音樂教學在智能障礙者的價值與應用，並分析音感及直笛的教學研究，依據文獻資料設計適用於高職智能障礙學生之音感能力測驗及音感教學活動之實作評量，並將測驗結果與質性資料作深入的探討。
根據研究目的與研究問題，以及文獻探討教學實驗所得的各項資料分析，本研究獲得以下結論：
一、直笛運用於高職智能障礙學生音樂課程是可行的
觀察者對於本研究應用高職智能障礙學生音樂課程是持正面的態度，而與學生的訪談中，發現學生對於學習直笛感到有意義，並且比以前更喜歡吹奏直笛，但是在直笛學習技巧上，學生對於直笛的運舌技巧感到比較困難。
二、直笛教學活動對高職智能障礙學生音感能力之成效是正面的
經由音感能力測驗的結果分析，發現經由直笛的教學活動，高職智能障礙學生的音感能力明顯地提升，尤其是「音高」的聽辨能力上，而且在實作評量表現優異的學生，在音感能力前-後測的進步比例也相對提高。另外發現學生的音感能力與直笛學習背景無直接的關係，也與智能障礙程度無直接的關係。但是學生的情緒狀況會影響音感能力測驗的表現。
三、研究者的省思
因本研究涉及特教與音樂的專業教育，故以研究者的音樂專長背景，勢必應充實更專業的特教知識與教學方法，俾能使教學進度能順利進行。由於研究對象的特殊性，故在教學上應適性化與生活化，以引起研究對象的學習動機。有鑑於人數的限制與研究方法，研究的結果並不能概括化與大眾化之定論，建議未來相關研究者可以增加研究樣本及設計更完整的實驗研究方法，使研究結果能概括化與完整性。
The purpose of this study is to explore the feasibility of applying the teaching of soprano recorder to the vocational high school students with mental retardation and to evaluate the effect of the students’ tonal ability. Assisted with observation and interviews , case study is adopted as the research methodology. The instructions was given from the mid of November to the end of December in 2005，including six sections. The study’s resources includes not only the qualitative description but also the quantitative data. The first step of the study is to review past papers and to find out the value of the musical instruction on the mentally retarded people.The second step is to analyze the research of the instructions of recorder and tonal ability.The third step is to design a test of tonal ability and a Performance Assessment.Finally,using the triangulation,combining the results of the tonal ability’s test with the qualitative description and the researcher’s reflection to get a conclution of this study. According to the analysis and discussion of the study results,the conclusions are as follows： 1. It’s useful to adopt the recorder instructions on the vocational high school students with mental retardation. The scrutator takes a positive attitude toward this study applied to the musical instruction of the vocational high school students with mental retardation. It indicates that the students feel meaningful in learning recorders from the interview with the students.But it’s hard for them to learn the technique of “staccato”. 2. The recorder instruction has a positive effect on the tonal ability of the vocationcal high school students with mental retardation. It’s indicated that the tonal ability of the vocational high school students is obviously improved,especially the “discrimination of pitchs”,through the recorder instructions.The students who got higher grades in Performance Assessement also improved obviously in the post-experiment.Otherwise,the students’ tonal ability is not relative to the experience of learning recorder and the level of mental retardation.But the students’ grades in the tonal ability test were affected by their sentiments. 3. Reflection As this study is related to special and music educations,the music teacher should have sufficient specialty and teaching method on special education.Thus the effect of the instruction will enhance obviously. Because of the students’ specialty, the teacher should take the methodology which is appropriate to the students’ personality and abilities to cause the students’ learning motivation. Limited by insufficiency of the participants and the characteristics of case study,the results of the study can’t be the final conclution. I suggest that the similar studies in the future should increase the number of participants and the times of teaching to make the results more generally and completedly.
The purpose of this study is to explore the feasibility of applying the teaching of soprano recorder to the vocational high school students with mental retardation and to evaluate the effect of the students’ tonal ability. Assisted with observation and interviews , case study is adopted as the research methodology. The instructions was given from the mid of November to the end of December in 2005，including six sections. The study’s resources includes not only the qualitative description but also the quantitative data. The first step of the study is to review past papers and to find out the value of the musical instruction on the mentally retarded people.The second step is to analyze the research of the instructions of recorder and tonal ability.The third step is to design a test of tonal ability and a Performance Assessment.Finally,using the triangulation,combining the results of the tonal ability’s test with the qualitative description and the researcher’s reflection to get a conclution of this study. According to the analysis and discussion of the study results,the conclusions are as follows： 1. It’s useful to adopt the recorder instructions on the vocational high school students with mental retardation. The scrutator takes a positive attitude toward this study applied to the musical instruction of the vocational high school students with mental retardation. It indicates that the students feel meaningful in learning recorders from the interview with the students.But it’s hard for them to learn the technique of “staccato”. 2. The recorder instruction has a positive effect on the tonal ability of the vocationcal high school students with mental retardation. It’s indicated that the tonal ability of the vocational high school students is obviously improved,especially the “discrimination of pitchs”,through the recorder instructions.The students who got higher grades in Performance Assessement also improved obviously in the post-experiment.Otherwise,the students’ tonal ability is not relative to the experience of learning recorder and the level of mental retardation.But the students’ grades in the tonal ability test were affected by their sentiments. 3. Reflection As this study is related to special and music educations,the music teacher should have sufficient specialty and teaching method on special education.Thus the effect of the instruction will enhance obviously. Because of the students’ specialty, the teacher should take the methodology which is appropriate to the students’ personality and abilities to cause the students’ learning motivation. Limited by insufficiency of the participants and the characteristics of case study,the results of the study can’t be the final conclution. I suggest that the similar studies in the future should increase the number of participants and the times of teaching to make the results more generally and completedly.
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Keywords
高職智能障礙學生, 特殊教育, 音感能力, 直笛教學