鈴木教學技巧應用於國中直笛教學策略之研究─以鈴木直笛教材為例

Abstract

鈴木教學技巧應用於國中直笛教學策略之研究 ─以鈴木直笛教材為例 摘 要 本研究旨在應用鈴木教學技巧於國中直笛教學策略，採用鈴木直笛教材第一冊第一首到第六首，探討實施的可行性，並透過教學歷程了解學生的學習態度與直笛學習結果。研究者採用立意取樣，選取台中縣佳佳國中一年級甲班為研究樣本，在每週兩堂的音樂課中進行二十分鐘的直笛教學活動，為期七週。研究過程的設計採個案研究與文件分析，應用「重視聆聽」、「背譜學習」、「模仿學習」、「重視音色」等鈴木教學技巧。 研究結果如下：（1）國中直笛教學策略符合鈴木教學理念，學生在學習過程產生正面回應，顯示鈴木教學技巧在國中具有可行性；（2）學生普遍認同鈴木教學技巧，其中以「重視聆聽」的認同度最高，在李克特五點量表中，平均值均達3.5以上；（3）學生覺得鈴木直笛教本的選曲有趣，學習不困難，能清楚了解不同的演奏技巧，對教本的接受度高，平均值趨近4；（4）學生的直笛學習結果良好，演奏技巧表現方面，運指正確度得到「表現優異」的比例最高；音樂表現方面，吹奏自信度得到「表現優異」 的比例最高。 研究者建議音樂教師可結合傳統教學與鈴木教學技巧，發展有效的教學策略。

關鍵詞：鈴木教學、鈴木教材、直笛教學The purpose of the study was to explore and describe the application of Suzuki techniques as strategies for teaching recorder in the junior high school, to know students’ learning attitudes as well as outcomes of recorder learning through teaching process. It took place over seven weeks at a junior high school in Taichung and involved one seventh-grade class. There were two sessions per week, and each session was lasted twenty minutes. This thesis depended on case study and document analysis, and Suzuki techniques involved were listening, memory, imitation, and tonalization. Conclusions included the following: (1)The positive feedback from students in a teaching environment endorsed by Suzuki philosophy showed that the application of Suzuki techniques in the junior high school had feasibility; (2)Most students affirmed Suzuki techniques, especially the “listening” technique. The general average was over 3.5 in Likert scales; (3) Students highly accepted the Suzuki Recorder School for the musical scores chosen were interesting and easy to learn, as well as had a good knowledge of different techniques. The general average was close to 4; (4) The end product of students’ recorder learning proved to be outstanding. The average was over 3.9. In performance skills and musically-oriented techniques, the percentage of students who got the grade “Wonderful” in “fingering” and “confidence” was the highest. The recommendation of this study was that music teachers should coordinate both traditional and Suzuki techniques to design more effective instructional strategies.