差異化教學運用於國小音樂課直笛學習之行動研究
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2024
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本研究採行動研究法，運用差異化教學於國小音樂課直笛學習，探討學生之學習歷程與成效以及教師教學後之省思。以台中市東東國小（化名）五年級16位學生作為研究對象，以Tomlinson(1999) 提出之差異化教學理論為課程設計之根基，其中差異化教學策略運用包括兩聲部樂曲內容之差異、同儕合作小組練習等，共設計兩循環課程。研究者於課程前進行前測以了解學生起始能力及後續課堂分組之依據，並於第一循環及第二循環教學結束後，分別以小組展演之方式與同儕教師共同評定學生的學習成果。透過研究者自編研究工具「教師教學省思日誌」、「同儕教師觀察日誌」、第一循環及第二循環「學生課程回饋單」、「直笛吹奏實作評量」所得資料進行分析與整理。以下為本研究之結論：一、差異化教學運用於國小音樂課直笛學習有效降低學生學習挫折度、提高學習興趣。二、差異化教學運用於國小音樂課直笛學習其學生學習成效進步顯著。三、教師透過兩聲部樂曲實施差異化教學於國小音樂課直笛學習未必適合。
The study used the action research on Differentiated Instruction Applied to Recorder Learning in Music Class of Elementary. The purpose of the study is to explore student’s learning processes and outcomes, as well as teacher’s reflections on their teaching. The study involves sixteen fifth-grade students from an elementary school in Taichung City. The study incorporated various strategies including differentiation of content in two-part music pieces and peer cooperative group practice. Two cycles of lessons were designed and implemented. Prior to the intervention, a pretest was administered to assess students' baseline abilities and to inform grouping for subsequent lessons. At the conclusion of each cycle of instruction, students' learning outcomes were evaluated through group performances assessed jointly by peers and teachers. Data collected from researcher-developed instruments, including "Teacher Reflection Journals," "Peer Teacher Observation Journals," "Student Course Feedback Forms" from the first and second cycles, and "Recorder Performance Assessments," were analyzed and synthesized. The conclusions of this study are as follows:1.The application of differentiated instruction in elementary school music lessons for recorder learning effectively reduces student’s learning frustration and increases their interest in learning.2.The application of differentiated instruction in elementary school music lessons for recorder learning significantly improves student’s learning outcomes.3.Implementing differentiated instruction through two-part music in elementary school music lessons for recorder learning may not be suitable for all students.
The study used the action research on Differentiated Instruction Applied to Recorder Learning in Music Class of Elementary. The purpose of the study is to explore student’s learning processes and outcomes, as well as teacher’s reflections on their teaching. The study involves sixteen fifth-grade students from an elementary school in Taichung City. The study incorporated various strategies including differentiation of content in two-part music pieces and peer cooperative group practice. Two cycles of lessons were designed and implemented. Prior to the intervention, a pretest was administered to assess students' baseline abilities and to inform grouping for subsequent lessons. At the conclusion of each cycle of instruction, students' learning outcomes were evaluated through group performances assessed jointly by peers and teachers. Data collected from researcher-developed instruments, including "Teacher Reflection Journals," "Peer Teacher Observation Journals," "Student Course Feedback Forms" from the first and second cycles, and "Recorder Performance Assessments," were analyzed and synthesized. The conclusions of this study are as follows:1.The application of differentiated instruction in elementary school music lessons for recorder learning effectively reduces student’s learning frustration and increases their interest in learning.2.The application of differentiated instruction in elementary school music lessons for recorder learning significantly improves student’s learning outcomes.3.Implementing differentiated instruction through two-part music in elementary school music lessons for recorder learning may not be suitable for all students.
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差異化教學, 國小音樂課, 直笛學習, differentiated instruction, elementary school music classes, recorder learning