中等學校音樂跨領域課程之個案研究

Abstract

本研究旨在探究中等學校音樂跨領域課程方案之設計內容與實施啟示，採用質性個案研究法，以立意取樣的方式，從多次參與「跨領域美感教育卓越領航計畫」的學校中，選擇臺北市立五常國中音樂跨域「製琴‧傳情」課程方案教師群，以及臺北市立永春高中音樂跨域「吹響民主與人權的號角：悲慘世界」課程方案教師群為研究對象。研究者透過自編之半結構式訪談大綱，訪談參與課程方案的教師群，並分析其跨域課程方案相關文件。本研究之主要結論如下： 一、國中音樂跨域「製琴‧傳情」課程方案是因「一人一樂器」的教育願景而開始，由生活科技教師邀請音樂、理化教師進行跨域課程設計，課程內容包含四弦琴的製作、樂器發聲的原理以及四弦琴的彈奏。 二、國中音樂跨域課程方案因有學校行政協助跨領域學科的課堂連排，以及跨域教師群的共同備課與協同教學，得以克服課程進度實施與跨域知識學習的問題。 三、高中音樂跨域「吹響民主與人權的號角：悲慘世界」課程方案是欲以「人權議題」融入學習而開展，由音樂教師邀請英語文、公民與社會、歷史、生命教育教師進行跨域課程設計，課程內容包含音樂劇歌曲演唱、英文歌詞改編以及人權議題音樂劇發表。 四、高中音樂跨域課程方案因有人權議題融入跨域學科，以及跨域教師群的共同備課與協同籌備學年成果發表，得以克服課程內容連結與跨域知識學習的問題。

最後根據研究結果，對中等學校行政單位、跨域課程教師群以及未來欲從事跨域課程相關研究者提出建議，以作為參考之用。The qualitative case study aimed to understand the design and inspiration of two music-based crossdisciplinary courses in secondary schools. The researcher chose two teacher groups from one junior high school and one senior high school that participated in the Inarts project organized by the Ministry of Education multiple times as subjects by purposive sampling. The former music-based cross-course was, Making and playing the string instrument, implemented in Taipei Municipal Wuchang Junior High School. Then the latter one was, Blowing the Horn of Democracy and Human Rights: Les Misérables, implemented in Taipei Municipal Yongchun Senior High School. The researcher collected the research data by interviewing two teacher groups by a semi-structured interview guide and analyzing relevant information of two crossdisciplinary courses.The major findings of this study were as follow: 1. The music-based cross-course in the junior high school, Making and playing the string instrument, started from the educational vision of One-student-one-musical-instrument. The Living technology teacher invited Music and Physics-and-chemistry teachers to design the cross-course. This course contents included making tetrachords, introducing its’ sound principles, and playing the tetrachords. 2. The teacher group of the music-based cross-coursein the junior high school encountered several problems of class schedule implementation and crossdisciplinary knowledge learning. Hence they prepared and taught lessons collaboratively, while the administrative unit helped them rearrange the timetable to overcome those obstacles.3. The music-based cross-course in the senior high school, Blowing the Horn of Democracy and Human Rights: Les Misérables, was developed to integrate human rights issues into learning. The Music teacher invited English, Civics and society, History, and Life education teachers to design the cross-course. This course contents included singing, English lyrics adaptation, and human rights plot in musical performance.4. The teacher group of the music-based cross-course in the senior high school faced difficulties in course content linking and crossdisciplinary knowledge learning. In collaboratively preparing the course and the student performance of the academic year by integrating human rights issues in the course, they solve those troubles.Finally, based on the research conclusion, the researcher made relevant suggestions for secondary school administrative units, cross-course teachers, and future research studies.