學習歷程檔案評量運用於國小六年級歌唱教學之研究

Abstract

考試與作業傳統上是學生學習狀況的評量方法，學生、家長、教師三者對學習狀況僅有量化的認知；檔案評量的發展對學生學習的評量產生新的思維，不再完全依賴考試成績，且不僅以成績為標的，可藉由檔案評量的方式，實際瞭解學生的學習情況， 歌唱教學注重誘發學生的知覺能力，是複雜的心理活動過程；本研究嘗試將檔案評量應用在歌唱的教學上，以質性個案研究之方式，並根據相關文獻建立音樂學習歷程檔案評量的內容，以音樂學習歷程檔案夾及與學生之訪談內容作為主要研究依據，輔以教學省思札記，及研究者以外的二位藝術與人文教師的觀察回饋等資料分析歸納，探討學生學習音樂的概況、教師在實施學習歷程檔案評量所面對的問題及解決之道及學生對學習歷程檔案評量的看法。 研究結果發現，（一）學生個別檔案夾內容包含檢核表、學習單、學生學習評量表等；（二）實施學習歷程檔案評量，確實可以協助研究者實際的瞭解學生的學習困難，並且提供學生學習成長的軌跡及瞭解個人需求；（三）相較於傳統的評量方式，六年級的學生肯定學習歷程檔案的評量方式。The purposes of this study were to explore and describe the use of portfolios assessment in singing instruction for sixth graders, circumstances of students’ learning, as well as perspectives of students about portfolio assessment. This study is a qualitative case study. An elementary sixth grade class of 34 students was invited to participate in this study by purposeful sampling. Data collected include students’ portfolios, interview transcripts, video tape recordings, teacher reflection journals, and field notes by observers. The findings of this study as follows: (1) The content of a portfolio were checklists, worksheets, and assessment sheets et al; (2) Applying portfolio assessment did assist researcher understand students’ learning problem, as well as recording students’ learning development. Further more, it let students realize their needs of learning; (3) Most students had positive attitudes toward portfolio assessment than traditional assessment.