多感官教學應用於國小二年級音樂教學之行動研究

Abstract

本研究旨在發展國小二年級音樂教學的多種可能性，設計以多感官教學的方式應用在音樂教學裡，以視覺、觸覺、動覺來輔助聽覺的學習，並將音樂內容包含音高、節奏、拍子、力度……等音樂元素透過視覺、觸覺、動覺、聽覺活動來引導，從中探討多感官教學應用於國小二年級音樂教學的實施歷程與學生音樂能力改變之情形，以及研究者於方案實施期間的省思、修正與再造的歷程。 本研究採用行動研究法，共實施兩單元八節課之教學方案，分別設計多感官教學應用於國小二年級音樂教學之教學方案、教學省思表、教學觀察記錄表、學生學習單、學生訪談大綱；另外透過IMMA音樂性向測驗蒐集學生音樂性向資料，以瞭解課程實施前、後學生音樂性向改變之情形，本研究蒐集質性與量化資料，進行各階段教學活動及測驗的探討與分析，以瞭解研究對象學習成效與音樂性向改變之情形。 本研究結論如下： 一、多感官教學應用於國小二年級音樂教學之教學方案設計應將教學時間增長或減少活動內容。 二、經由多感官教學應用於國小二年級音樂教學後，學生的學習成效有所提昇。 三、透過教師提醒學生專注的聆聽以及意象與口訣的引導，學生更能想像與呈現音樂元素。 四、經由多感官教學應用於音樂教學後，學生能感知多元且豐富的音樂元素。This study aimed to develop the various possibilities of music teaching for second graders. By applying the multisensory approach, this study designed a music teaching program where visual, tactile, and kinesthetic senses were applied to help auditory learning, and students were guided to learn musical elements such as pitch, rhythm, tempo, and strength through visual, tactile, kinesthetic, and auditory activities. This study attempted to investigate the implementation of a teaching program where the multisensory approach was applied to music learning for second graders, changes in the students’ music ability after the program, as well as the researcher’s reflection, modification, and reengineering of this program during the implementation period. Based on the action research method, a teaching project consisting of eight sessions of two music learning units was implemented. The multisensory approach applied music instructions for second graders, the teaching examination sheet, the teaching observation sheet, learner’s worksheet, and the guideline for interview with students were designed. In addition, IMMA music aptitude test was administered to collect data on students’ music aptitude so as to explore changes in their music aptitude after implementation of the program. Both qualitative and quantitative data in each stage of the teaching activities were collected to analyze and examine the learning efficiency and changes of music aptitude among the participants. The conclusions of this study were as follows: 1.For the application of the multisensory approach to the music teaching for second graders, the teaching plan should be designed to allocate more time for teaching or reduce the amount of activities. 2.After participating in the multisensory approach applied music teaching program, the students showed effective improvements in music learning. 3.The students were more able to image and performe the musical elements through the teacher’s reminders of attentive listening and the guidance of images and pithy formulas. 4.After participating in the multisensory approach applied music teaching program, the students could understand and respond multiple elements of music.