台北市國民中小學音樂教師音樂欣賞教學之後設認知研究
Abstract
本研究目的為探討國民中小學音樂教師，在音樂欣賞教學運用「計畫」、「監控」、「檢核」三方面的後設認知情形，以及音樂教師之服務學校階段、現任職務、教學年資、最高學歷、教育背景等背景變項對其在音樂欣賞教學之後設認知運用情形所造成的差異。
本研究採「調查研究法」，以九十七學年度任教於台北市國中、國小音樂教師為研究對象，研究者自編之「國民中小學音樂教師在音樂欣賞教學後設認知之運用情形調查問卷」作為研究工具，透過分層隨機抽樣之方式進行調查，共寄發140份正式問卷，回收102份，問卷的回收率達72.9%。
本研究主要發現如下：
一、音樂教師在進行音樂欣賞教學時，運用「計畫」方面後設認知之符合度頗高，且個人背景變項並不影響音樂教師在此方面的後設認知情形。
二、音樂教師在進行音樂欣賞教學時，運用「監控」方面後設認知之頻率略高，且個人背景變項並不影響音樂教師在此方面的後設認知情形。
三、音樂教師在進行音樂欣賞教學時，運用「檢核」方面後設認知，以「內容編選」分項的實際教學內容較能符合原訂課程規劃，「評量設計」分項則較不能符合原訂課程規劃；不同學校層級之音樂教師在此方面的後設認知情形有顯著差異。
最後根據研究結果，對音樂教師、教育行政單位、與未來研究提出建議，以作為音樂師資培育規劃與訓練上之參考。
The purpose of this study was to investigate the elementary and junior high school music teachers’ use of metacognition status in music appreciation instruction, including three aspects: planning, monitoring, and checking. It also investigated five background variables of these subjects to understand their implications of three aspects of metacognition status. The survey method was utilized in this study. The instrument was a self-designed questionnaire. The subjects were music teachers who taught at the elementary and junior high schools in Taipei city. Using the method of stratified random sampling, 140 questionnaires were sent out and 102 copies were returned. The recover rate was 72.9 %. The major findings of this study were as the follows: 1. During the instruction of music appreciation, the music teachers’ use of the “planning” metacognition had very high correspondence. 2. During the instruction of music appreciation, the music teachers’ use of the “monitoring” metacognition had slightly high frequency. 3. During the instruction of music appreciation, the music teachers’ use of the “checking” metacognition corresponded with the original curriculum plan in the “content selection” but not in the “assessment design”. There was significant difference of the use of the metacognition in “checking” aspect between the subjects from two different school levels. Based on the above results, the researcher made suggestions to the institution of teacher education program, educational administration, and for future research.
The purpose of this study was to investigate the elementary and junior high school music teachers’ use of metacognition status in music appreciation instruction, including three aspects: planning, monitoring, and checking. It also investigated five background variables of these subjects to understand their implications of three aspects of metacognition status. The survey method was utilized in this study. The instrument was a self-designed questionnaire. The subjects were music teachers who taught at the elementary and junior high schools in Taipei city. Using the method of stratified random sampling, 140 questionnaires were sent out and 102 copies were returned. The recover rate was 72.9 %. The major findings of this study were as the follows: 1. During the instruction of music appreciation, the music teachers’ use of the “planning” metacognition had very high correspondence. 2. During the instruction of music appreciation, the music teachers’ use of the “monitoring” metacognition had slightly high frequency. 3. During the instruction of music appreciation, the music teachers’ use of the “checking” metacognition corresponded with the original curriculum plan in the “content selection” but not in the “assessment design”. There was significant difference of the use of the metacognition in “checking” aspect between the subjects from two different school levels. Based on the above results, the researcher made suggestions to the institution of teacher education program, educational administration, and for future research.
Description
Keywords
國民中小學音樂教師, 音樂欣賞教學, 後設認知, elementary and junior high school music teachers, music appreciation instruction, metacognition