新北市國民中學音樂教師多元文化音樂教學之調查研究

Abstract

本研究旨在探討新北市國民中學音樂教師對多元文化音樂教學觀點的看法，與教師對多元文化音樂教學教材編選的看法及其實施情形，進一步分析不同個人、教學及課程經驗等背景變項的新北市國民中學音樂教師，在多元文化音樂教學觀點與教材編選的差異情形。 本研究採用「調查研究法」，以新北市國民中學音樂教師為研究對象，以研究者自編之「國民中學音樂教師多元文化音樂教學之調查問卷」作為研究工具；透過普查的方式進行調查，發出172份正式問卷，共回收135份，問卷回收率達78.5%，有效問卷為129份。 本研究之主要發現如下： 一、音樂教師認為97總綱基本能力中的「認識並尊重本國族群文化」，最能夠透過音樂教學來達成。 二、音樂教師最認同的多元文化音樂定義，是音樂作品需包含多個族群的多種音樂風格與樂曲種類。教師的最高學歷、在職相關課程經驗等背景變項，會影響其對於多元文化音樂涵義的看法。 三、音樂教師皆認同本研究所提出在音樂課堂中實施多元文化音樂教學的題項內容，教師的背景變項並不會影響其對該些題項內容的看法。 四、音樂教師對於多元文化音樂教學教材編選之選材依據、樂曲種類與教學活動、音樂作品真實性等方式內容均表示認同，教師的背景變項並不會影響其對於該些題項內容的看法。 五、音樂教師在課堂中實施多元文化音樂教學教材編選之選材依據、樂曲種類與教學活動、音樂作品真實性等內容的頻率不高，教師的職前相關課程經驗背景變項，會影響其在多元文化音樂教學教材編選的實施情形。 六、音樂教師對於多元文化音樂教學教材編選的看法及其實施情形，僅在選材依據中有較大的落差，對其他二者的看法與實施情形則較具有一致性。 最後並根據研究結果，對音樂教師、師資培訓機構、教育行政單位、教科書編者及未來研究提出建議，以做為參考之用。The purpose of this study was to investiate the viewpoints of the junior high school music teachers concerning multicultural music teaching, and their opinions and implementation of the compilation of multicultural music teaching materials. In addition, the study tried to expore the influence of music teachers’ background variables, including personal, teaching, and class experiences to their viewpoints and implementation. The survey method was utilized in this study. The subjects were the junior high school music teachers in New Taipei City. The instrument was a self-designed questionnaire. In accordance with the principle of complete census, 172 questionnaires were sent out and 135 copies were returned. The recover rate was 78.5%. There were 129 effective questionnaires. The major findings of this study were as follows: 1. The music teachers considered that the objective “recognizing and respecting our nation’s ethnicity and culture” in the Essential Ability of 2008 General Programs could be best achieved by music teaching. 2. Most of the music teachers agreed that the definitions of multicultural music should encompass various musical styles and genres in several ethnicities. The backgroud variables of academic degree and in-service curriculum experience would affect the music teachers’ viewpoints of multicultural music teaching. 3. The music teachers all agreed the questionnaire contents concering the implementation of the multicultural music teaching. The music teacher’s background variables had no influence on those implementing opinons. 4. The music teachers all agreed the compilation of multicultural music teaching materials concering material selecting, musical genres and teaching activities, and the repertoire authenticity. The music teacher’s background variables had no influence on those opinons. 5. The music teachers seldom implemented the three aforementioned aspects of the compilation of multicultural music teaching materials in their classes. The variable of pre-service curriculum experience would affect the music teachers’ implementating status of multicultural music teaching materials. 6. There only a slightly difference between the music teachers’ opinions and implementation on material selecting of the compilation of multicultural music teaching materials.

Finally, based on the research findings above, the researcher proposed relevant suggestions to junior high school music teachers, music teacher training programs, the education administration, editors of junior high school music textbooks, and future studies.