國中生參與音樂創作課程之學習態度調查研究

Abstract

本研究之目的為瞭解國中生在接受過音樂創作課程後整體音樂學習態度的差異情形，整體音樂學習態度涵蓋範圍為學習動機、學習習慣、學習環境、自我概念四個層面。同時，研究中也比較不同性別、家庭教養方式、家庭社經地位、課外音樂學習時間之國中生在音樂學習態度上的差異情況。 本研究採用調查研究法，以五所國民中學的八、九年級學生為研究對象，輔以研究者自編「音樂創作課程之調查問卷」作為研究工具，透過滾雪球抽樣法得到研究樣本共467人，扣除預試樣本56人後得到411份正式問卷，其中有效問卷數為311份。 本研究之主要發現如下： 一、在學習動機層面上，學生最同意音樂創作課程能使他們更喜愛音樂課程，也能讓他們更想認真學習音樂知識；最不同意會在課堂結束後主動從事音樂創作學習。 二、在學習習慣層面上，學生最同意透過音樂創作課程，自己能有效的完成課堂作業；最不同意自己會主動的加強自我在課堂後的學習。 三、在學習環境層面上，學生最同意音樂創作課程除了能帶來良好的班級學習氛圍外，老師所給予的指示也對於學習有所幫助；最不同意現有的課堂設備與教師所提供的教學方法有助於促使他們喜愛參與音樂創作。 四、在自我概念層面上，學生最同意音樂創作課程能幫助自己的音樂學習；最不同意在課堂後自己能獨立從事音樂創作。 五、學生同意整體音樂學習態度會因學習過音樂創作課程而改變，而四層面中最同意的為學習環境、其次是自我概念，學習動機與學習習慣由於同意度之平均數相同，因此皆屬同意度最低層面。 六、不同性別、家庭教養方式及課外音樂學習時間之學生在音樂學習態度皆具有顯著差異。而其中以是否擁有課外音樂學習時間之學生在音樂學習態度的差異情形最顯著。 七、不同家庭社經地位之學生，在音樂學習態度上並無顯著差異。 本研究最後根據結果做出相關建議，以作為未來相關人員參考之用。

關鍵詞：音樂創作課程、音樂學習態度The purpose of this study was to investigate how junior high school students, after participating in music creating curriculum, differed in their overall music learning attitudes. The construct of music learning attitude consisted in four aspects, namely, learning motivation, learning habit, learning environment as well as self-concept. This study also compared how gender, parenting style, socioeconomic status, time spent in extra-curricular music learning affected students’ attitudes. The method of survey study was adopted. Eighth-grade and ninth-grade students from five junior high schools formed the subjects of this study. The researcher rearranged the “Questionnaire of Music Creating Curriculum” to be the research instrument. A total of 467 student subjects were reached through snowball sampling, among which 56 were excluded in formal survey study for their taking part in pre-study. Only 311 valid samples were obtained. The findings were stated as follows: First, regarding the aspect of learning motivation, students most agreed that music creating curriculum made them like music courses more and caused them to be willing to take music knowledge learning more seriously. They least agreed that they would actively engage in music creating after school. Second, in terms of the aspect of learning habit, students most agreed that music creating curriculum helped them to effectively complete in-class tasks. They least trusted that they would do self-leaning after school. Third, concerning the aspect of learning environment, students most agreed that music creating curriculum fostered a better classroom learning atmosphere, and that the guidance teachers provided assisted their learning. They least thought that the current classroom facility and teaching strategies were helpful for their enjoying participating in music creating. Fourth, when it comes to the aspect of self-concept, students most consented to that music creating curriculum helped for their music learning. They least agreed that they could do music creating independently after school. Fifth, students consented to that their overall music learning attitudes changed because of music creating curriculum, while the degree of influence resulted sequentially from the aspects of learning environment, self-concept, and learning motivation as well as learning habit. Sixth, the variables of gender, parenting style and time spent in extra-curricular music learning did cause significant differences in students’ music learning attitude, with time spent in extra-curricular music learning exerted most impact. Seventh, the variable of socioeconomic status did not cause significant differences in students’ music learning attitude. Related suggestions were proposed based on research findings for future references.

Keywords: music creating curriculum, music learning attitude