臺灣北部地區音樂教師對國民中小學音樂課程銜接看法之調查研究

Abstract

本研究目的在於瞭解國民中小學音樂教師，對第三、第四階段音樂課程銜接內涵與實施之看法。其中，「課程銜接內涵」包含：課程目標內涵、音樂教材內容內涵、音樂教材內容銜接，「課程銜接實施」包含：音樂課程銜接的實施現況、實施問題與因應策略。同時分析不同任教學校層級、任教學校區域、專/兼任職別、五年內任教職務、音樂課程授課年資、專業成長背景、97藝文課綱閱讀及97藝文課綱研習等八個背景變項的音樂教師，對上述問題的看法是否具有差異。 本研究採用調查研究法，以101學年度任教於臺北市、新北市、桃園縣市等地區曾經擔任過國中七年級、國小高年級音樂課程之音樂教師為研究對象，使用研究者自編之「臺灣北部地區音樂教師對國民中、小學音樂課程銜接看法之調查問卷」為研究工具，以普查方式進行調查，寄發210份國小及100份國中問卷，共回收221份問卷，回收率為71.3％。 本研究主要發現如下： 一、國中小音樂教師皆認同97藝文課綱中，課程目標內涵、音樂教材內容及兩個階段音樂教材內容的銜接性。其中，國小音樂教師在音樂教材內容及其銜接性的認同程度高於國中音樂教師。 二、不同任教學校區域、參與97藝文課綱研習等背景的國小音樂教師，在課程銜接內涵三個子面向的部分題項認同看法有顯著差異。而不同任教學校區域背景的國中音樂教師，僅在音樂教材內容子面向的部分題項認同看法有顯著差異。 三、國中小音樂教師在進行課堂音樂教學時，對兩個階段音樂教學內容之銜接考量頻率並不高，國小音樂教師對課程銜接實施的考量頻率較國中音樂教師稍高。國中小音樂教師對本研究所提出的音樂課程銜接實施問題與因應策略等內容皆傾向認同。 四、參與97藝文課綱研習的國中小音樂教師，在課程銜接實施現況的部分題項之考量頻率有顯著差異。而不同任教學校區域的國中小音樂教師，對音樂課程銜接的實施問題與因應策略部分題項之認同看法有顯著差異。 最後根據研究結果，對音樂教師、教育行政單及後續研究提出建議。

The purpose of this study aimed to understand the viewpoints of music teachers in elementary and junior high schools concerning the content and implementation of music curriculum continuity for Stage 3 and Stage 4. The content of music curriculum continuity included course objectives, teaching materials, and the continuity of teaching materials. The implementation of music curriculum continuity included implementation status, and implementation problems and coping strategies. In addition, the study tried to analyze the influence of music teachers’ background variables, including school level, school region, teaching affiliation, teaching position, teaching years, professional background, and reading and attending workshop of 2008 Curriculum Guideline for Arts and Humanities to their viewpoints. The survey method was utilized in this study. The subjects were from Taipei City, New Taipei City, and Tao-Yuan County, who teach 5th, 6th or 7th graders music courses in the 2012 school year. The instrument used was the self-edited “Questionnaire for Music Course Continuity for Elementary and Junior High School in Northern Taiwan.” A total of 310 music teachers in elementary and junior high schools were selected to fill the questionnaire. 221 effective questionnaires were obtained. The return rate was 71.3%. This major results were as follows: 1. The music teachers all agreed that the contents of course objectives, teaching materials, and the continuity of teaching materials in the 2008 Curriculum Guideline for Arts and Humanities. The elementary schools’ music teachers were more consents to the content of teaching materials and their continuity than the junior high schools’ music teachers. 2. The elementary music teachers’ background vaiables of schools region and attending workshop had significant influence on their viewpoints on the content of music curriculum continuity for Stage 3 and Stage 4. The junior high music teachers in different schools region had significantly different viewpoints on the content of teaching materials. 3. While preparing and teaching music lessons, those teachers seldom considered the music curriculum continuity for different Stages. The the consideration frequency of curriculum continuity of the elementary music teachers was slightly higher than the junior high music teachers’. The music teachers were tend to agree with the implementation problems and coping strategies proposed by the researcher. 4. The music teachers’ background vaiable of attending workshop had significant influence on their viewpoints on the implementation status of the curriculum continuity. The variable of school region had significant influence on the viewpoints on the implementation problems and coping strategies. Finally, based on the research findings above, the researcher proposed relevant suggestions to the music teachers, authorities of music education, and further research studies.