幼兒音樂教師教學信念之研究

Abstract

本研究透過凱利庫存方格技術（RGT），以半結構式訪談探討七位現職幼兒音樂教師的教學信念。研究者就受訪教師的教學歷程及個人相關經驗建構三十六組教學信念，並分析其相關因素，研究結論如下：

一、在教學方法所形成的信念為（1）從幼兒所熟悉的事物開始教學；（2）運用示範及模仿引導；（3）以各種教學方法提升幼兒注意力；（4）視幼兒反應隨時調整教學活動。

二、在課程設計所形成的信念為（1）幼兒音樂學習包括聽、唱、演奏、讀譜、音樂欣賞、合奏；（2）利用故事與圖像加深幼兒學習印象；（3）運用戲劇輔助教學；（4）善用系統教材與教具。

三、在教師角色所形成的信念為（1）教師應提升自我能力；（2）充分備課；（3）具備隨時掌握幼兒學習狀況的敏銳觀察力；（4）幼兒學習表現會帶動教師成就感或失落感。

四、在親師溝通所形成的信念為（1）家長對於幼兒音樂學習具影響力；（2）應重視與家長的溝通；（3）鼓勵幼兒回家與家人分享學習成果。

五、在班級經營所形成的信念為（1）幼兒音樂學習氣氛應輕鬆愉快；（2）良好的師生互動能營造上課氣氛與激發幼兒學習；（3）音樂學習可以讓幼兒人格行為發展完整。

六、在教學評量所形成的信念為（1）課堂上的立即確認及家庭練習是必要的；（2）口頭、物質的獎勵可激勵學習。

七、教師個人音樂學習經驗在教學實務中，對個人教學信念並無明顯影響，但對求職門檻及家長認同會有影響。

八、在重要的他人方面，家人、曾受教的教師及朋友對於教學信念具有影響。

九、教師幼年的音樂學習經驗、音樂專長、希望增加自己的教學經驗，以及喜歡幼兒教學等有關從事幼兒音樂團體教學之動機，亦為影響教學信念的因素。

十、教師本身的能力及教學經驗、幼兒的學習反應、家長的態度、幼年時的學習經驗，以及受訪者的專業師資養成教育等，此在教學上所關注的事項亦為教學信念的影響因素。

十一、教師對目前的工作的看法會影響其教學信念，會繼續教學者認為教學有成就感，無意願教學者認為社會環境的改變及幼兒音樂教學的年齡限制是其考慮的因素。

十二、未婚者及已婚者分別認為工作時間及子女會影響其從事幼兒教學的意願，此亦對教學信念有所影響。

研究者並根據研究結論提出建議，以提供幼兒音樂教學、相關教育機構訂定決策及後續研究的參考。

The purpose of this study was to investigate the teacher beliefs of young children music teachers. Kelly’s Repertory Grid Technique (RGT) was used, along with semi-structured interviewing. Thirty-six beliefs were derived from teaching processes and personal experiences of seven children music teachers. Conclusions were stated according to six dimensions as below:

1. Beliefs about the teaching method were: (1) using things that children were familiar with at the beginning; (2) to demonstrate and let children imitate; (3) to improve children’s attention by different ways of teaching; and (4) to adjust classroom activities anytime according to the reaction of children.

2. Beliefs about the curriculum design were: (1) using varied activities such as listening, singing, playing, reading, music appreciation and ensemble; (2) using stories and pictures to make children impressed; (3) using drama as an instruction aid; and (4) using the systematic teaching material and teaching aids appropriately.

3. Beliefs about the teacher role were that: (1) teachers should improve their own ability; (2) teachers should prepare lessons very well; (3) teacher should be aware of children’s condition while teaching; and (4) children’s learning response will arouse teachers’ positive or negative feelings of teaching.

4. Beliefs about the communication with parents were that: (1) parents have powerful influence on children’s music learning; (2) teacher should be serious to communicate with parents; and (3) teacher should encourage children to share their learning results with their families.

5. Beliefs about the classroom management were that: (1) the learning environment for children should be joyful; (2) positive interaction between teachers and students will help the class and promote children’s motivation; and (3) music learning is beneficial for children’s personal and behavioral development.

6. Beliefs about the assessment were: (1) immediate affirmation in the classroom and regular practicing at home are necessary; and (2) an oral or the material rewards can help to encourage children.

7. Teachers’ beliefs were no obvious influence on teaching practice while considering personal music learning background, but the background had some negative influence while looking for jobs or getting parents’ identification.

8. Important persons such as family, friends, and teachers who had taught have much influence on teachers’ beliefs.

9. The motivation to be a young children group music teacher included teachers’ music learning experience in childhood, music ability, a longing to increase one's own teaching experience, and enjoying the children music teaching. Such were also important factors for teachers’ beliefs.

10. The closely attentive things by teachers were the teaching ability and experience, the communication with children, parents’ attitude, childhood learning experience, and the professional education. Such were also important factors for teachers’ beliefs.

11. Teachers’ view about present occupations was also a factor to influence teachers’ beliefs. Those who would continue to teach had positive attitudes towards teaching, but those who wouldn’t continue worried about the social development and the limit of their teaching age.

12. The conditions of marriage and the children to bring up were also important factors to influence teachers’ beliefs.

According to this research, several suggestions for young children music education were also proposed to the teachers and institutions along with some advices for future studies.