國中音樂課美感經驗之研究: 以英語歌唱為例

Abstract

本研究旨在建構國中英語歌唱課程，依藝術領域核心素養、美感經驗理論與歌唱技巧為學理依據，進行美感課程實施與教學，透過課程實施，豐富學生綜合美感認知及美感回應的美感經驗，增加其歌唱自信、成就感以及對音樂的情感共鳴，同時展現國中階段美感課程設計的可能性及價值。為達成研究目的，本研究以國中八年級一個班級12位女生及16位男生共28位學生為主要研究參與者，以行動研究取向的課程設計與教學實踐，使用質性研究的觀察、訪談、文件分析等資料蒐集並輔以量化的自評表進行分析，從課程與教學、學生學習成效與教師專業成長三個面向，探討美感經驗課程的建構與實施。主要研究發現有三項：（一）以多感官學習體驗與音樂美感經驗建構國中音樂英語歌唱課程；（二）強調美感知覺和美感回應的國中音樂英語歌唱課程與比賽，助益於學生掌握音樂元素、建立歌唱自信成就並豐富音樂美感經驗；（三）英語歌唱美感課程與教學實施，提升音樂教師歌唱領域專業成長與教學應對能力、美感課程的信念以及行動研究能力。

This study aims to construct a junior high school English singing curriculum based on the theoretical foundations of the core competencies in the arts, aesthetic experience theory, and vocal techniques. Through the implementation and teaching of an aesthetic-focused curriculum, the study seeks to enrich students' comprehensive aesthetic perception and aesthetic response, enhance their singing confidence, sense of achievement, and emotional resonance with music, while demonstrating the feasibility and value of aesthetic curriculum design at the junior high school level. To achieve the research objectives, this study focused on a class of 28 eighth-grade students, comprising 12 girls and 16 boys, as the primary participants. The research employed an action research approach in curriculum design and teaching practice. Data were collected through qualitative methods such as observations, interviews, and document analysis, complemented by quantitative analysis of self-assessment questionnaires. The study explored the construction and implementation of an aesthetic experience curriculum from three perspectives: curriculum and teaching, student learning outcomes, and teacher professional growth.The main findings of this study are as follows. Firstly, developing a junior high school English singing curriculum that integrates multisensory learning experiences and musical aesthetic experiences.Secondly, emphasizing aesthetic perception and aesthetic response in the English singing curriculum and competitions, which aids students in mastering musical elements, building confidence in singing, and enriching their musical aesthetic experiences.Thirdly, the implementation of the English singing curriculum enhanced the music teacher’s professional development in singing, teaching adaptability, belief in the value of aesthetic education, and action research capabilities.