東部區域「藝術與人文」學習領域音樂課程實施現況之調查研究

Abstract

本研究之目的在於瞭解東部區域「藝術與人文」學習領域音樂課程實施現況，並且比較不同背景之教師實施課程與教學現況之差異情形。本研究採用調查研究法，使用研究者自編之「東部區域藝術與人文學習領域音樂課程實施現況調查問卷」作為研究工具，以98學年度花蓮、臺東兩縣市公立國民中小學擔任「藝術與人文」學習領域音樂科教師為研究對象，每間學校（N=238）寄發一份問卷，回收率為66％。研究結果如下： 東部區域音樂科教師（1）以非音樂相關背景者為多數；（2）多數需兼任其他職務及課程；（3）授課時數分配因各校而有不同；（4）以音樂課單一教學方式為主；（5）教學以教科書為主，部分加上自編教材；（6）最常使用「歌唱」教學，最不常使用「創作」教學；（7）最常使用「藝術與人文領域內統整」之統整方式；（8）最常使用「真實評量」；（9）所使用之教學設備以鋼琴為多數；（10）約五成認為教學設備不足；（11）最缺乏之設備為音響、投影設備(單槍投影機)及電腦等設備；（12）希望獲得「欣賞教學」之研習資源與資訊；（13）對於「藝術與人文」學習領域音樂課程師資不足的情形感到困擾。 不同性別、教學年資、職務、所在縣市、教學階段、學校類型、專業背景教學之音樂科教師在「教學方式」、「教學資源」、「研習需求」、「實施教學所遭遇困擾」之情形皆有顯著差異。最後，本研究根據研究結果，分別對教育行政機關、學校行政單位、音樂教學者及未來研究提出建議。 The main purpose of this study was to investigate the music teaching status of the implementation of the Arts and Humanities Learning Area, and to examine differ-ences in the execution of curriculum and teaching conditions between teachers of dif-ferent backgrounds in elementary schools and junior high schools in the eastern region of Taiwan. Questionnaires were sent to 238 elementary schools and junior high schools in the eastern region of Taiwan. The return rate of the questionnaires reached 66%. Findings of this study included: (1) there are many unprofessional teachers par-ticipating in music teaching; (2) most of the teachers need to teach other subjects and to take part-time administrative jobs concurrently; (3) teaching hours differ due to the schools; (4) the main teaching method is music teaching as a single subject; (5) most teachers teach based on the textbooks with some teaching materials developed by themselves; (6) the teachers often teach singing, but rarely teach creating; (7) the most used integrated mode is interdisciplinary integration within the Arts and Humanities Learning Area; (8) teachers utilize authentic assessment frequently; (9) the main teaching equipments are pianos; (10) about 50% teachers consider teaching equip-ments to be insufficient; (11) the teaching equipments with the greatest lack are audio equipment, projectors and computers; (12) the resources and information of inservice training that teachers need most is music appreciation instruction; (13) the main diffi-culty is the shortage of professional music teachers in the Arts and Humanities Learn-ing Area. There are significant differences in ways of teaching, teaching materials, needs of inservice training and the difficulty of teaching between different gender, number of years in teaching, position, county, level taught in school, type of school, and pro-fessional background. Based on research findings, various suggestions are provided for educational organizations, school administrations, music educators, as well as fu-ture research.