心智圖思考法融入音樂欣賞教學之成效研究 Effects of an Integrated Mind Mapping on Music Appreciating Curriculum

Date
2021
Authors
邱怡寧
Chiu, Yi-Ning
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Abstract
本研究目的為探究心智圖思考法融入國中音樂欣賞課程的成效表現,以34位八年級學生作為研究參與者,並施以「音樂欣賞學習成就測驗」、「新編創造思考圖形測驗」及修編自劉政宏等人 (2010) 的「學習動機量表」。本研究採取準實驗設計,所有研究參與者完成前測後進行分組,實驗組會參加為期4週的心智圖思考法融入音樂欣賞課程,對照組則是以傳統講述的方式進行音樂欣賞教學,課程結束之後再施以後測。在分析結果上,以單因子共變數分析作為研究假設的檢驗,並輔以教學省思札記與學生訪談進行分析。研究結果發現(一)「心智圖思考法」比「傳統講述法」更能提升學生對於音樂欣賞的學習成效;(二)「心智圖思考法」對於實驗組學生的學習動機未呈現顯著效果;(三)「心智圖思考法」與「傳統講述法」比較起來,能提升學生部分的創造力;(四)研究參與者訪談結果顯示肯定心智圖思考法融入音樂欣賞課程的成效。本研究依據研究結果提出相關建議,供相關研究者與教學者參考。
The study was aimed to (1) develop a Music Appreciating Program with mind-mapping and, (2) to test the effect of the course, by using the music achievement test, creativity and learning motivation test. On the research procedure, all the 34 students need to finish the pre-test, then divided into experimental group and the control group. The experimental group would join a four-week course with mind-mapping, on the other hand, control group used the traditional teaching way. In order to know the effect of using mind-mapping in the music appreciating program, these students need to do the after-test after finished the course. A quasi-experimental approach was used to assess the treatment effects in the nonequivalent control group design, then ANCOVA were performed to analyze the correlation coefficients between the groups. The qualitative data like students’ feedback and instructor’s note were also collected to aid the analysis of the experimental effect. The results indicated that (1) the experimental group was better than the control group in learning effects after the intervention, (2) the effect of learning motivation was not significant, (3) the experimental group was better than the control group in creativity performance after the intervention, (4) students in the experimental group gave recognition to the effect of using mind-mapping program.
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Keywords
心智圖思考法, 音樂欣賞課程, 創造力, 學習成效, 學習動機, Mind-mapping, Music Appreciating Program, Creativity, Learning Effects, Learning motivation
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