音樂系師資生雙語音樂教學之認知與態度調查研究

Abstract

本研究旨在探討音樂系師資生於雙語音樂教學認知與態度之情形，以瞭解音樂系師資生目前對雙語音樂教學的理解程度、看法與需求。本研究採用問卷調查法，以「音樂系師資生對雙語音樂教學認知與態度調查問卷」分析音樂系師資生對雙語音樂教學的認知與態度情形、不同背景音樂系師資生於雙語音樂教學認知與態度之差異情形，以及教學認知與教學態度之相關情形。本研究以滾雪球抽樣取得64份有效問卷，研究資料分別以描述性統計、獨立樣本t檢定、單因子變異數分析及Pearson積差相關等統計方法進行分析。依據研究發現與結果，研究結論如下：一、音樂系師資生於雙語音樂教學整體認知情形屬於中高程度。二、音樂系師資生於雙語音樂教學整體態度情形屬於中高程度。三、不同學校地區、參與雙語教育相關講座或研習數量之音樂師資生於雙語音樂教學認知具有顯著差異。四、不同年級、英語能力之音樂系師資生於雙語音樂教學態度具有顯著差異。五、音樂系師資生雙語音樂教學認知與態度之間具有中度正相關。最後依據本研究結果，分別向教育行政單位、師資培育單位及未來研究者提出建議，以供參考。This study aims to explore the cognition and attitudes of pre-service music teachers regarding bilingual music teaching, in order to understand their current level of understanding, perspectives, and needs concerning bilingual music instruction. A questionnaire survey method was employed, utilizing the"Survey on the Cognition and Attitudes of Pre-Service Music Teachers Toward Bilingual Music Teaching" to analyze pre-service music teachers' teaching cognition and teaching attitudes, differences based on varying backgrounds, and the correlation between cognition and attitudes. A total of 64 valid questionnaires were collected through snowball sampling. The data were analyzed using descriptive statistics, independent samples t-tests, one-way ANOVA, and Pearson product-moment correlation. Based on the research findings, the conclusions are presented as follows:1. The overall cognition of music education pre-service teachers regarding bilingual music instruction was at a moderately high level.2. The overall attitude of music education pre-service teachers toward bilingual music instruction was also at a moderately high level.3. Significant differences in congnition were found among pre-service teachers from different regions and those who had attended varying numbers of bilingual education seminars or workshops.4. Significant differences in attitudes were found among pre-service teachers of different grade levels and English proficiency levels.5. A moderate positive correlation was found between the cognition and attitudes of music education pre-service teachers toward bilingual music instruction.Finally, based on the results of this study, suggestions are proposed for educational authorities, teacher training institutions, and future researchers for reference.