音樂班畢業生教育歷程與生活適應之追蹤調查研究

Abstract

摘要

本研究旨在探討我國音樂班畢業生教育歷程與生活適應之現況，研究目的有四：一、瞭解我國音樂資優教育之發展與實施現況；二、探討資優教育之追蹤研究內容；三、瞭解各級學校音樂班畢業生之教育歷程及其生活適應現況；四、根據研究結論提出建議，以供有關單位辦理音樂資優教育之參考。本研究採用文獻探討法以及調查研究法進行研究；係以1963年以後各級公私立學校音樂班畢業生，至2002年6月止年滿二十六歲者為研究對象，以分層隨機抽樣方式選取500位問卷寄發對象，並依據回收有效問卷各年齡層所占之比例選取13位訪談對象。採用研究者自編之「音樂班畢業生教育歷程與生活適應之追蹤調查問卷」以進行量的資料蒐集；質化資料的蒐集則以研究者自編之「音樂班畢業生生涯歷程與生活適應訪談指引」為研究工具。在問卷內容編製方面，調查問卷針對研究對象其教育歷程、生活適應、以及個人基本資料探討；訪談指引題目涉及訪談研究對象之過去、現在與未來，其範圍包括受訪者各階段音樂班教育經歷之回顧、生活適應概況、與未來生涯期待與規劃。 本研究問卷調查結果以次數、人數、百分比、平均數、標準差等敘述統計方法進行分析；質化資料則根據調查問卷開放式填答欄位以及訪談逐字稿加以歸納整理。最後，綜合量化資料與質化資料，以掌握音樂班畢業生教育歷程與生活適應之整體脈絡，並形成結論。 研究者針對本研究目的以及研究問題，將研究結果分述如下： 一、 我國音樂資優教育之發展與實施現況 我國音樂資優教育發展於1960年代以後，歷程可由音樂資優教育法規之訂定概分為四個時期，其中又以1997年「藝術教育法」之頒布實施為一重要里程碑。相關我國音樂資優教育研究多朝向四方向發展：(一)自我概念類、(二)性向鑑定類、(三)課程類與(四)發展與現況類；其研究對象多為國小音樂班學生。惟音樂資優生之追蹤研究為數極少。 二、 資優教育之追蹤研究內容 中外資優生之追蹤研究結果皆指出資優生之學業成就表現與升學狀況良好，在自我發展、社會適應、以及社會成就表現方面亦多發展良好，且各研究結果之研究對象多數均對於資優教育持正向看法。 三、 各級學校音樂班畢業生之教育歷程及其生活適應現況 （一） 音樂班畢業生個人基本資料 音樂班畢業生男性與女性比例懸殊(1：12)；教育程度普遍極為良好，近六成研究對象取得「碩士」學位，月收入以「40001～60000」為集中區。工作區域多往北部與中部地區集中，每人多項專、兼職工作，且「學用相符」之比例均偏高。音樂相關工作性質多樣化，其中有五成研究對象為「中等學校以下教師」。受試者雙親與其配偶多為高學歷者，且職業狀況良好。 （二） 音樂班畢業生教育歷程 音樂班畢業生就讀於各階段音樂班之比例隨教育階段提升呈上升之趨勢，對於音樂班就讀經歷持正向看法者居多；大專院校階段與研究所碩士階段皆以就讀音樂相關科系者最多，「興趣」因素為重要影響因素。由調查結果發現我國音樂資優教育並未有人才資源耗費之情形，但此亦或可說明音樂班學生脫離音樂專業之困難。 音樂班畢業生主要升學方式如下：「國小升國中」階段經「資優鑑定」入學；「國中升高中」階段經「聯考」入學；「高中（職）升大學」階段經「甄試保送」升學。 （三） 音樂班畢業生生活適應 整體而論，音樂班經歷對音樂班畢業生為「正面影響」，其自我表現評估為「沒困難」，且對目前生活、健康、婚姻均呈現「滿意」之狀態；唯運動傷害多為練琴而產生，其嚴重性值得重視。 音樂班畢業生經常聯繫之朋友多仍以音樂領域圈內朋友為主；半數以上研究對象以「音樂會欣賞」、「樂器練習」、與「多媒體視聽音樂欣賞」為最經常從事之音樂相關休閒活動。就未來十年內生涯規劃而言，超過五成「26～29歲」受試者想「繼續升學」、「成家立業」；而「30歲以上」者，其半數以上想「維持現狀」。研究者推論兩年齡層乃因其所處生涯階段不同而有所差異。 （四） 音樂班畢業生訪談結果 受訪之音樂班畢業生對音樂班的觀點與一般資優教育追蹤研究可相互應證，如：音樂班教學資源豐富、同儕競爭激烈、與普通班級同儕互動機會少、為顧及音樂專業領域之學習而使其它領域的學習受限等。此外，受訪者之生活適應情形亦可與一般資優教育追蹤研究相互應證。如：資優者工作性質皆以專業性為主、教育成就高，且表現優異、社會適應良好、家庭與婚姻適應情形良好、生活滿意程度高等。 四、 提出建議，以供有關單位辦理音樂資優教育之參考 研究者根據研究結論分別對於不同單位或人士提出相關建議如下：(一)相關行政單位：規劃辦理音樂班畢業生長期追蹤研究；(二)學校：建立各校音樂班畢業生追蹤資料並定期聯繫更新資料、注意音樂資優生之個別學習差異、針對音樂資優生生涯問題適當輔導、增進音樂班與普通班學生之交流機會、系統性規劃課程；(三)音樂班畢業生：多方發展其它領域之興趣，擴展知識視野、拓展人際網絡；(四)家庭：給予適切期待，尊重音樂資優生之生涯抉擇的自主權、多方培養日常生活能力；以及(五)未來研究：逐年擴大追蹤調查範圍、增加研究對象、持續縱貫研究、各類特殊才能學生對照研究、跨領域合作研究等。Abstract

The purpose of this study is to investigate the educational processes and current life adjustment situations of the Music Class graduates. Research goals are stated as follows: to know the history and current status of music talent education in our country; to investigate the contents of follow-up studies of talent education; to examine the educational processes and current life adjustment situations the Music Class graduates of various school levels; to forward suggestions, based upon research conclusions, to related organizations as referential points for implementing music talent education. Literature review and survey study are incorporated as the research methodologies. People who are graduated in and after the year 1963 from Music Class of both public and private schools at various school levels (aged above 26-year-oled by the month of June in the year 2002) are targeted subjects. The researcher, by stratified random sampling, distributed questionnaires to 500 subjects, and later drew 13 interview subjects based upon age stratification from valid questionnaire answerers. A researcher-implemented “Follow-Up Survey on the Educational Processes and Current Life Adjustment Situations of the Music Class Graduates Questionnaire“ was carried out to obtain quantitative data; “Interview Guidelines on the Educational Processes and Current Life Adjustment Situations of the Music Class Graduates,” constructed by the researcher, served as the research instrument for gathering qualitative data. Contents of the Questionnaire include questions regarding subjects’ educational processes, life adjustment, and personal information. Interview guidelines present questions that cover the past, current and future life span of the subjects; specifically, they are questions of the reflections of various study levels of the Music Class experiences, of their current life adjustment condition, and of their future life and career expectation and planning. Outcomes of questionnaires were presented by descriptive statistics such as frequencies and percentages. Qualitative results of the optional completion items of the questionnaires and results of the interviews were synthesized for comprehensive analysis. The researcher presents research outcomes according to the specific research objectives and research problems as follows: On the History and Current Status of Music Talent Education in Our Country The origin of our music talent education can be traced back to the 1960s, since then its history follows the four trends marked by its related acts, among which the 1997 Act of Music Talent Education stands out. Music talent education-related research focused on issues including self-imaging, aptitude-identification, curriculum, and history& status. Music talent education-related research mainly took primary school level Music Class students as subjects. Follow-up studies of Music Class students are very hard to find. On the Contents of Follow-up Studies of Talent Education Worldwide follow-up studies of talent education show that talent students did well in their academic performances as well as in their self-development, society-adjustment; they achieved certain accomplishments society-wise. In addition, these research subjects generally took a positive opinion of talent education. On the Educational Processes and Current Life Adjustment Situations of Various Levels of the Music Class Graduates Personal information. Gender ratio of male to female is extremely out of proportion (1:12) for Music Class graduates. They are mostly well-educated, 59.5% of them get a master degree. Their monthly salary clusters around NT 40001～60000. They work mostly in the northern and middle part of Taiwan. Multiple full-time and part-time jobs are common for them; their jobs seem to match their academic trainings in most cases. The nature of their music-related jobs is varied; half of these subjects are high school or elementary school teachers. These subjects have high academic degree and good career family members. Educational processes. The higher grade level, the higher continual enrollment rage as far as whether subjects chose to continue their study in the Music Class goes. They take a positive attitude toward their studying experiences in the Music Class. They mostly chose to study in the music related departments when they got to the college/university level, and “interest” was said to play the most important role for this phenomenon. Based up the former research findings, it seems to illustrate that human resources waste does not happen in our music talent education; on the other hand, it may bring to light that Music Class graduates have difficulty transferring to non-music fields. As to admission avenues at various study levels, aptitude-identification approach stood out for students to be admitted to the junior high school; Entrances examinations toped other ways for students to be admitted to the senior high school; Examination-exemption avenue played the most important role for them to reach the college level. Life adjustment. Music Class Graduates keep good life adjustment generally, except for those who suffer from exercising wounds because of instrument practicing. Overall, subjects view the Music Class experiences as exerting positive influence on them. They do not find life adjustment to be difficulty, and they are satisfied with their current life and marital condition. Music Class graduates keep friendship with mostly people of music backgrounds. Above half of them choose to attend concerts, practice instruments, and conduct multimedia music appreciation as their leisure time music-related activities. When it comes to their future 10 year career expectation, above half of the 26～29-year-old subjects plan on continuing studying and forming a family; above half of the more than 30-year-old subjects would like to keep a same condition. This difference might result from their different career status. Interview results. Opinions of the interviewed Music Class graduates subjects bear resemblances to those of general talent education follow-up studies, including rich teaching resources, intense peer competition, lack of interaction with other classes, limited non-music learning scopes due to intense music training. In addition, the life adjustment conditions form a parallel trace to those from general talent education follow-up studies, among them, talent people’s jobs are mostly professional work; they achieve high academic accomplishments; they outperform in most cases; they fit in the society well; they keep a good family and martial adjustment; they find life to be satisfactory. On Suggestions as Referential Points for Implementing Music Talent Education Based upon research conclusions, the researcher come up with suggestions for different organizations or people as follows: 1. for related administrative organizations: to plan and implement long-term Music Class graduates’ follow-up studies. 2. for schools: to construct follow-up database for Music Class graduates and regularly update the information; to pay attention to these students’ individual learning differences; to supervise their career problems; to provide opportunities for them to interact with non-Music-Class students; to plan curricula in a more systematic way. 3. For Music Class graduates: to foster non-music interests; to broaden knowledge horizons; to widen interpersonal contexts. 4. For Music Class students’ families: to offer reasonable expectations; to respect music talent students’ career decisions; to offer chances for them to deal with their daily matters. 5. for future research: to widen follow-up research scope year by year; to take more subjects; to continue longitudinal research; to conduct comparative study of talent students of various aspects; to involve multi-discipline team research corporation.