運用Moodle教學平台提升國中學生音樂學習興趣之行動研究

Abstract

本研究旨在探討運用Moodle教學平台對國中生音樂學習興趣之改變，研究者以所任教班級，透過二個單元九個月之行動研究歷程，蒐集教學錄影、學生訪談、教室日誌、音樂興趣量表、線上滿意度調查表等文件進行分析。研究主要發現如下：

壹、教師運用Moodle教學平台於音樂課能有效提昇學生的音樂學習興趣 一、運用教學平台能有效提昇學生音樂欣賞興趣：於適當單元運用線上音樂，加深及加廣音樂欣賞曲目。 二、運用教學平台能有效提昇學生音樂知識興趣：將電腦輔助軟體及教學多媒體利用教學平台融入教學單元，在樂理及音樂知識部分深獲學生喜愛。 三、運用教學平台能有效提升學生歌唱學習興趣：透過教學平台多媒體影音進行歌唱教學，學生可於課後溫故知新。 四、運用教學平台能有效提昇學生直笛吹奏興趣：將相關輔助軟體及自製教學影片融入教學平台引導學生直笛吹奏，使之有明確的練習指引。 五、運用教學平台能促進學生接受評量意願：於教學平台加入線上評量模組及線上立即回饋功能，學生普遍持有高度興趣。

貳、Moodle教學平台運用於國中音樂教學能促進教師專業發展 一、運用於音樂教學之省思：於音樂整合性教學有其功能；善用資訊科技特性，可發掘提引學生學習動機之素材與建立自我學習管道；良好的資訊環境對教學可發揮相乘的效果；教師信念是推動資訊科技融入教學的關鍵；音樂單元測驗的改良方案可以線上音樂評量方式實施。 二、教學準備之省思：Moodle教學平台配合ADDIE教學設計之方案，能提供運用資訊科技於音樂教學之具體做法，且可獲致提升學生學習興趣之成效。 三、教學策略之省思：於教學平台之學生意見發表須耐心引導與等待其創念之呈現；可視教學需要建置教學平台各模組，主要配合教學主題進行調整。 四、行動研究歷程之省思：透過特定議題之行動研究可協助教師專業發展，並使理論與實踐結合，達至專業合作、建構自我知識、與終身專業學習。 研究者再依上述結論，提出給教育行政機關、國中音樂教師及未來研究之相關建議。This research mainly focused on the using of Moodle E-learning platform to promote junior high school students’ interests in musical learning. The researcher set two teaching units which lasted nine months. Documents, including musical interest inventory and on-line satisfaction survey, and interviews were used to collect data along with video / audio recording and teaching logs. The findings were stated as follows:

First, Moodle could promote sufficiently students’ musical learning interest such as: 1) For the interest in music appreciation, it could deepen and widen the music repertoire through adding on-line music programs. 2) For the interest in music theory and knowledge, using computer-assisted software and multimedia on the platform raised students’ preference to music theory and knowledge. 3) For the singing, it could provide ways for students to review song at home by using the multimedia videos. 4) For the recorder playing, it could also provide a concrete direction for students by putting related assisted software and teacher-made instruction films on the platform. And 5) for the inspiration to attend the musical assessments, students would be greatly attracted by using on-line assessment modules and instant feedback from the platform.

Second, Moodle could promote sufficiently the music teacher’s professional development such as: 1) For reflections on music teaching, the Moodle had great effectiveness for the music integrative teaching, the advantage of information technology to inspire students, building channels for self-learning, and constructing the improved on-line music assessment. In addition the teacher’s belief was the key success to make progress. 2) For reflections on teaching readiness, using ADDIE learning design program on Moodle platform could help to create an effective curriculum which could raise students’ interests. 3) For reflections on teaching strategies, the teacher should encourage and be patient to students’ expressive learning results. In addition the teacher should build up respective teaching modules in the platform to fit the music teaching themes. And 4) For reflections on the action research, the researcher found that specific topic through action processes could promote the professional development, including the practicum of theories, the construction of self knowledge, the life-long learning. According to the conclusions above, suggestions were proposed for music teachers, related educational bureaus, and future studies.