曲調聽視測驗之編製與測量－以臺北市國小六年級學生為例

Abstract

本研究旨在編製一具有信效度之曲調聽視測驗，並實際施測於臺北市國小六年級學生，瞭解學生在聽視能力的表現情形，進一步分析不同性別、音樂學習經驗等背景學生於測驗表現之差異情形。本研究採用「測驗調查法」，以文獻探討與教科書分析為測驗編製之基礎，之後以自編之曲調聽視能力測驗為研究工具，透過分區方便取樣的方式由研究者親自進行施測，共發出340份測驗，回收有效測驗卷達100%。 本研究之主要發現如下： 一、自編之曲調聽視能力測驗具有信度與效度，試題之鑑別度良好且困難度分配平均。 二、學生於「輪廓辨識」答對率高於「音程辨譜」。 三、學生於「輪廓辨識」之辨別圖形與圖譜間答對率之差異不明顯，「音程辨譜」之辨 別「音域位置」較辨別「音程距離」與「音高排列」容易。 四、學生於「輪廓辨識」中依不同聽視辨別形式其答對率表現上有差異。 五、學生於「輪廓辨識」中，〈上行〉的答對率高於〈下行〉，〈先上再下〉的答對率 高於〈先下再上〉。 六、學生於「音程辨譜」試題中，辨別音程距離相近之樂譜較為容易。 七、學生於「音程辨譜」試題中，能夠根據譜例前後音域位置進行選項判斷。 八、不同性別之學生表現情形無顯著差異。 九、不同音樂學習經驗的學生表現情形具有顯著差異。

最後研究者根據研究結果，對教育相關單位、教科書編輯單位、音樂教師以及未來相關研究提出相關建議。

關鍵詞：音樂測驗、曲調感知、聽視辨別This research aims to design a reliable and valid aural-visual tonal test for sixth graders in Taipei City. The differences of the music aural-visual discrimination abilities between the female and male students with different musical backgrounds were analyzed and discussed. The test was designed by the researcher and reviewed by music experts. The content of the test was based on the textbooks and national music standards. Before 340 sixth graders in Taipei City joined this study, this music test had been applied to 73 sixth graders and was revised in the pilot study.

The results are as follows: 1. This aural-visual tonal test was proved to be a test with good validity and reliability. The item difficulty and discrimination power of each test item were well-designed. 2. Students could identify melodic contours better than intervals . 3. There was not much difference for students to identify melodic contour thru figures or precise notations. To recognizethe ranges of music was easier than to identify the precise pitches of the music for students. 4. Students performed differently on music coutour discrimination according to different aural and visual inputs of the test. 5. For contour discrimination, students had more correct responds for upward melodies than downward melodies. Moreover, students performed better on the upward-to-downward than downward-to-upward music statements. 6. For interval discrimination, identifying notations of smaller intervals were easier for students. 7. For interval discrimination, students might give the answers based on the melodic ranges of proceeding music. 8. There was no significant difference between genders. 9. Students performed differently according to their musical backgrounds.

Many suggestions based on the results were given for educators, government, textbook editors, and researchers in the future.

Keywords: music test, melody perception, aural-visual discrimination