高中音樂教科書歌曲教材之內容分析

Abstract

本研究旨在針對高中音樂教科書歌曲教材進行內容分析，以通過教育部審定之高中音樂教科書作為研究對象，包括三民版、育達版、育達乙版、泰宇版、均悅版、華興版、華興乙版及謳馨版等八個版本，採隨機代碼A-H，以研究者自編「高中音樂教科書歌曲教材內容分析類目表」作為研究工具，針對歌曲內容之音樂特性及創作背景兩面向進行分析與討論，獲致以下結論：一、各版本歌曲教材之音樂特性及創作背景大同小異，分布情形趨近一致。（一）音樂特性方面，A、B、C、D、E、F、G、H版均呈現單聲部、舒適及略超音域、大調音階、單拍、二段體為主之特性，其中C版尚呈現單聲部與多聲部比例相近，略有不同。（二）創作背景方面，A、B、H版以國家語言及外語、2001至今、通俗歌曲、生命議題為主；E、F版以外語、2001至今、通俗歌曲、原住民族議題為主；C、D版以國家語言、2001至今、通俗歌曲、生命議題為主，唯C版歌曲年代於1946-2000與2001至今占比相同；G版以國家語言、1946-2000、通俗歌曲、人權及原住民族議題為主。二、各版本歌曲教材內容於各類目比例分布略有落差，但呈現結果仍有共同處。（一）音樂特性方面，聲部組成以單聲部為主，多聲部皆有選用兩聲部歌曲；聲部音域以舒適及略超音域為主，皆高於六成以上；調性與調式皆以大調音階占比最高；拍號皆以單拍中二拍子占比最高；歌曲形式二段體皆占五成以上。（二）創作背景方面，歌曲語系國家語言歌曲以華語為主，外語歌曲皆以英語占比較多；創作年代以2001至今占比較高，其次為1946-2000；歌曲類型以通俗歌曲占比居多，其次為戲劇選曲之電影選曲；相關議題以生命議題歌曲數量較多，其次為原住民族議題。（三）各版本歌曲教材中，重複出現於四個版本的歌曲有兩首，三個版本的有三首，兩個版本的有十九首。最後，根據研究結果提出相關建議，以供教科書編輯者、教學者及後續研究參考。

The purpose of this study was to analyze the contents of song materials in senior high school music textbooks. Eight high school music textbook versions were used as research objects, including Sanmin, Yuida, Yuida B, Taiyu, Junyue, Huaxing, Huaxing B, and Oceania, approved by the Ministry of Education, the following anonymous with random codes A-H. The researcher used the self-edited"Content Analysis Category Table of Song Materials in High School Music Textbook" as the research tool to analyze and discuss the musical characteristics and composing backgrounds of the songs. And the conclusions are as follows: 1. The musical characteristics and composing backgrounds of the songs in each version of the textbook are similar, and the distribution tends to be uniform. (1) In terms of musical characteristics, the songs in versions A, B, C, D, E, F, G, and H are mainly characterized by single voices, comfortable and slightly extended vocal ranges, major scales, single beat, and binary forms. Only the songs in version C have a relatively equal proportion of single and multiple voices in their voice structure.(2) In terms of composing backgrounds, the songs in versions A, B, and H mainly focus on national languages and foreign languages, since 2001, popular songs, and themes related to life issues. Version E and F emphasize foreign languages, since 2001, popular songs, and themes related to Indigenous issues. Version C and D primarily features national languages, since 2001, popular songs, and themes related to life issues, but only version C has an equal proportion of songs from the periods of 1946-2000 and since 2001. Version G puts emphasis on national language, from 1946 to 2000, popular songs, and themes related to human rights and Indigenous issues.2. There is a slight variation in the distribution proportion of the content in each version of the textbook, but there are still commonalities in the overall distribution.(1) In terms of musical characteristics, the voice composition is mainly single voices, and two-part songs are selected for multiple voices. The vocal range is mainly comfortable and slightly extended vocal ranges, accounting for more than 60%. The majority of the tonality and modes are major scales. The time signature is mostly the duple meter in the single beat. Binary form accounts for more than 50% of the song structures in each version of the textbook.(2) In terms of composing backgrounds, Mandarin songs are mainly in national languages while foreign songs are mostly in English. The composing year is predominantly since 2001, followed by the period from 1946 to 2000. Popular songs account for most of the song genre, followed by the selection of movie soundtracks for songs from dramas. And more of them focus on topics related to life issues, and secondly indigenous issues.(3) Among the songs in each version of the textbook, there are two songs that appear in four versions, three songs that appear in three versions, and nineteen songs that appear in two versions.Finally, based on the research results, relevant suggestions are put forward for textbook editors, teachers, and future research references.