台中縣國中藝術與人文課程之音樂教學現況調查研究

Abstract

本研究旨在瞭解台中縣國中音樂教師實施藝術與人文課程的教學現況，探討教師實施藝術與人文課程音樂教學時所面臨的困擾，以及教師對實施藝術與人文課程的認同度。研究方法採用文獻分析法及問卷調查法，問卷調查使用「台中縣國中藝術與人文領域之音樂教學實施概況調查問卷」，於民國九十二年十月間，以隨機抽樣方式寄發給台中縣四十九所國中七十二名音樂教師填答，回收率為83.3%。 問卷內容針對教師實施音樂教學之課程內容進行調查，發現教師教學方式以音樂、表演藝術並重比例最高，上課教材最常使用各出版社提供之教科書及教具，各校音樂教室以鋼琴、數位鍵盤、音響和錄放影等設備最普遍，教師上課最常使用音響設備，其次為鋼琴及數位鍵盤，而教師進行評量的方式以成果發表為主。其次關於課程統整實施情形，教師認為最適合與音樂教學統整的科目是表演藝術；最適合與音樂教學統整的領域是語文領域。統整教學的困難在於授課內容非教師專業領域、各領域進行統整教學的時間難以配合、教師間協調統整課程內容安排困難及學校設備不足等。最後探討教師教學困擾與對音樂教學觀點之認同度，教師實施音樂教學所面臨的困擾為對藝術與人文課程不同科目間的統整、對研習活動未做系統規劃及對教師進行協同教學感到困擾。教師對於音樂教學觀點的認同度依序為藝術與人文課程授課科目應以教師專業為導向、尊重任課教師對於選用和編製教材之意見及課程綱要之編訂應著重教材銜接。

結論為教育主管單位辦理研習課程，應兼顧理論及實務，在推動領域教學方面，應提供完整配套措施，並適度減少藝術與人文領域教師授課時數，加強專業師資的培訓課程。學校應落實領域共同時間的規劃，提供教師足夠的教學設備與資源，並依據教師專業安排藝術與人文領域授課科目。教師應以自身專長為出發點進行教學，並重視專業成長。The main purpose of this study was to investigate the status of Junior High schools in Taichung county combine arts with humanities into their teachings. We will discuss all ensued problems and difficulties that teachers may encounter. Documental Analysis and Questionnaire Method were adopted doing this study. The Questionnaire was made in October of 2003, which 72 music teachers from 49 Junior High Schools in Taichung county helped finish them. Availabilities of this questionnaire accomplished to 83.3%. This study could be concluded: Firstly, the result of this questionnaire shows that most teachers pay equal attention to music and performing arts in their instructions, they are used to taking textbooks and equipments to help their teaching, such as pianos, digital keyboards, acoustic equipments, and videocassettes recorders. Acoustic equipments are frequently used; pianos and digital keyboards are occasionally taken. Students are evaluated through their presentations and performances, etc. Moreover, most teachers consider that it’s better to incorporate performances arts into music courses. In fact, it’s very advisable to have music courses well matched with language learning. However, integrated teaching is much difficult. For example, time arranging and school equipment insufficiency usually place spiny restrictions on teachers. Furthermore, teachers are always perplexed with lots difficulties, such as well combining arts with humanities, projecting integral courses, team teaching, and so on. Besides, schools should respect teacher professionalism and set courses according to teachers’ fields. Teachers are allowed to choose suitable textbooks and program appropriate teaching plans. By making congruous and connective curriculums, pupils’ learning abilities will certainly be promoted.

A serial seminal classes for teachers held by Education Administrator should concentrate on both theory and practice. For the cross fields teaching to succeed, it is vital for the authorities to come up with effective measures, such as moderating the regular teaching hours of arts and humanities teachers and strengthening teachers’ training. Also schools should put common hours into practice and provide teachers with sufficient resources and equipments for teaching and project courses in accordance with teachers’ fields. Only when teachers themselves make a point of developing their own fields will their teaching be more enlightening.