國中音樂教師美感教育認知與實踐之調查研究
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2016
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本研究旨在探討新北市與高雄市國民中學音樂教師在美感教育認知與實踐的情形，使用研究者自編「國中音樂教師美感教育認知與實踐之調查問卷」作為研究工具，以新北市與高雄市共167所國中音樂教師為研究對象進行普查，最後回收160份有效問卷，將問卷所得之資料以描述性統計、獨立樣本t考驗、單因子變異數、皮爾遜積差相關分析等統計方法進行分析與討論，研究結果如下：
一、國中音樂教師在美感教育認知中「美感教育的教育價值」與「美感教育的特質」兩層面，有著高度且一致性的認知。
二、不同背景之國中音樂教師在美感教育的認知上沒有顯著差異，但反應參與美感教育研習，能幫助音樂教師在美感認知的增能。
三、國中音樂教師實踐美感教育，在教學理念與策略層面，教師們高度認同「音樂鑑賞」活動能培養學生對美的欣賞與感受；美感教育評量策略應運用多元方式呈現；教師應具備不同藝術類型形式及內涵的認知。
四、國中音樂教師對美感教育的認知和實踐美育的理念與策略具顯著正相關，顯示欲達到美感教育實踐之目標，教師須先對美育有高度的認知。
五、國中音樂教師未能實踐美感教育之原因，首要為時間分配因素，其次，為專業與美學知能因素。
最後研究者根據研究結果，對行政相關單位、音樂教師以及未來相關研究提出相關建議。
The purpose of this study is to investigate the cognition and praxis on aesthetic education of music teachers in junior high schools in New Taipei and Kaohsiung City. The questionnaire used in this study is titled “The junior high school music teachers' cognition and praxis on aesthetic education scale. ”. In total, 167 questionnaires were distributed and 160 were collected and the data collected was analyzed by descriptive statistics, t-test, one-way ANOVA and Pearson product moment correlation analysis. The results are as follows: 1.The cognition of junior high school music teachers are highly consistent in the aspects of “educational value of aesthetic education” and “qualities of aesthetic education,” 2.No significant differences are found among junior high school music teachers from different backgrounds in terms of cognition of aesthetic education, but the analysis reveals that participation in aesthetic education conferences and workshops can enhance their aesthetic cognition. 3.In terms of principles and strategies of teaching, junior high school music teachers highly agree on that “music appreciation” activities can foster students’ sense and appreciation of beauty; the use of multiple assessments strategies in aesthetic education is recommended; teachers are required to understand all kinds of contents and forms of arts. 4.Junior high school music teachers’ cognition of aesthetic education is significantly positive correlated with their philosophy of practicing aesthetic education, suggesting that teachers should first should build a strong cognition of aesthetic education. 5.The primary reasons why junior high school music teachers fail to provide proper aesthetic education are time allocation, and secondly the lack of specialties and aesthetic knowledge. Finally, theoretical and practical implications of the results are discussed and several suggestions were given for music teachers, government, and further research in the future.
The purpose of this study is to investigate the cognition and praxis on aesthetic education of music teachers in junior high schools in New Taipei and Kaohsiung City. The questionnaire used in this study is titled “The junior high school music teachers' cognition and praxis on aesthetic education scale. ”. In total, 167 questionnaires were distributed and 160 were collected and the data collected was analyzed by descriptive statistics, t-test, one-way ANOVA and Pearson product moment correlation analysis. The results are as follows: 1.The cognition of junior high school music teachers are highly consistent in the aspects of “educational value of aesthetic education” and “qualities of aesthetic education,” 2.No significant differences are found among junior high school music teachers from different backgrounds in terms of cognition of aesthetic education, but the analysis reveals that participation in aesthetic education conferences and workshops can enhance their aesthetic cognition. 3.In terms of principles and strategies of teaching, junior high school music teachers highly agree on that “music appreciation” activities can foster students’ sense and appreciation of beauty; the use of multiple assessments strategies in aesthetic education is recommended; teachers are required to understand all kinds of contents and forms of arts. 4.Junior high school music teachers’ cognition of aesthetic education is significantly positive correlated with their philosophy of practicing aesthetic education, suggesting that teachers should first should build a strong cognition of aesthetic education. 5.The primary reasons why junior high school music teachers fail to provide proper aesthetic education are time allocation, and secondly the lack of specialties and aesthetic knowledge. Finally, theoretical and practical implications of the results are discussed and several suggestions were given for music teachers, government, and further research in the future.
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美感教育, 認知, 實踐, aesthetic education, cognition, praxis