運用手號提升國中學生曲調認知之行動研究

Abstract

本研究旨在探討運用手號教學作為提升國中學生曲調認知能力的策略，並於教學歷程中探討國中學生曲調認知學習成效，以及教師教學歷程中之省思與成長。研究者採行動研究，兩階段循環共計八堂課，研究對象為所任教國中共50名學生，自編與實施「教學方案」、「教師日誌」、「曲調感知測驗」、「歌唱實作評量」、「學生學習回饋問卷」與「課堂錄影錄音」，並蒐集與分析兩次循環課程教學、評量與回饋之資料，檢視運用手號提升國中學生曲調認知學習之成效，依據研究有下列結果：一、 運用手號策略於國中學生曲調認知教學，其辨認單音曲調、曲調音程，曲調輪廓均有顯著進步。二、 運用手號策略於國中學生曲調認知教學，其歌唱單音曲調、曲調音程，曲調輪廓音準均有顯著進步。三、 教師運用手號提升國中學生曲調認知之教學省思（一） 經由兩次循環的實施過程，可以讓教師掌握學生學習狀況，透過兩次循環評量結果，讓教師了解教學成效與學生學習成效，而透過回饋問卷能夠了解學生對於實施手號於課堂上的看法。（二） 現階段實施手號策略於國中學生曲調認知教學之限制：教師手號、首調知能不足會降低教學成效，甚而導致教學與評量無效。最後根據這些研究結論，分別對相關教育工作者與未來研究提出一些建議。關鍵字：手號、歌唱音準、國中音樂教學This study aims to explore the use of hand signs as a strategy to enhance junior high school students' melodic cognition. It investigates the effectiveness of melodic cognition learning among junior high school students and the teacher's reflections and growth during the teaching process. The researcher employed action research, consisting of two stages with a total of eight lessons. The subjects were 50 students from the junior high school where the researcher taught. The researcher developed and implemented "teaching plans," "teacher journals," "melody perception tests," "singing performanceassessments," "student learning feedback questionnaires," and "classroom video and audio recordings." Data from the two cycles of teaching, assessment, and feedback were collected and analyzed to examine the effectiveness of using hand signs to improve junior high school students' melodic cognition. The study yielded the following results: 1. Using hand signs in melodic cognition teaching for junior high school students significantly improved their recognition of single tones, melodic intervals,and melodic contours.2. Using hand signs in melodic cognition teaching for junior high school students significantly improved their singing accuracy of single tones, melodic intervals, and melodic contours.3. Teacher's reflections on using hand signs to enhance junior high school students' melodic cognition: （1） The implementation process of the two cycles allowed the teacher to grasp the students' learning status. The results of the two cycles of assessment enabled the teacher to understand the teaching effectiveness and students' learning outcomes. The feedback questionnaires provided insights into students' views on using hand signs in the classroom. （2） Current limitations in using hand signsfor teaching melodic cognition in junior high school: The teacher's insufficient knowledge of hand signs and fixed-do system might reduce teaching effectiveness and even lead to ineffective teaching and assessment. Finally, based on these research conclusions, several recommendations are provided for educators and future research.

Keywords: hand signs, singing pitch, junior high school music education