林小玉Sheau Yuh Lin紀雅真Ya-Chen CHi2019-09-062007-2-52019-09-062007http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0693610151%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/108592本研究主要目的在了解我國國民中學音樂教學評量實施情形、教學評量實施成效與困擾評量實施之因素，並探討音樂教學評量相關議題。研究者以自編之「國中音樂教學評量實施情形調查問卷」為工具，對台北縣、市公立國中348位音樂教師進行普查，總計有效回收問卷232份，回收率為67%，問卷回收資料以描述統計之次數分配、平均數、標準差，及百分比方式進行分析，並整理歸納開放式問題所得資料。本研究所得結論如下：(一)整體來看，我國音樂教學評量具有多重功能，成績計算方式周全，部分評量實施符合藝術與人文領域課程綱要之理念。(二)音樂基礎、歌唱、樂器、創作與音樂欣賞五大類別的評量各具特色，在評量內容、方式、次數、參與評量人員與成績報告系統上有所差異。(三)教師自評結果顯示音樂教學評量具有高成效。(四)「音樂教學節數少，可供評量時間不足」、「班級人數過多」為困擾我國音樂教學評量實施的主要因素。(五)音樂教師多認同多元音樂評量的理念，但對音樂多元評量是否造成教學負擔的看法較為分歧。(六)音樂課程在學校教育中仍較不受重視，使音樂評量實施備受限制。最後依據研究結果，對國中音樂教學評量、教育行政單位與未來研究提出建議。The purposes of this study were as follows: (a) to investigate the status of assessment in junior high school general music classrooms; (b) to examine the effect of music assessment and to inquire the factors that hampered the practice of music assessment; and (c) to study related issues of music assessment. An investigator-developed questionnaire “The survey of the practice status of junior high school music assessment” was used as the research tool to be distributed to a census sample of 348 public junior high school music teachers in Taipei City and Taipei County. Among them, 232 were effective replies and the return rate was 67%. Descriptive statistics as well as qualitative analysis were used to analyze the data. Conclusions indicated the following: (a). The grading system was thorough and the practices of music assessment partially corresponded to the curriculum guideline ideas of the Arts and Humanities Learning Area; (b) The assessment of music fundamentals, singing, instrument performing, creating and appreciation each possessed special characteristics and were different from each other in assessment contents, methods, frequencies, people involved and grading systems; (c) Music teachers self evaluated their assessment to be effective; (d) The factors of “lack of time to implement assessment” and “over large class size” were found to be the main obstacles to the practices of music assessment; (e) Most music teachers agreed with the ideas of multiple assessments, but their viewpoints diverged when it comes to whether multiple assessments caused them teaching burdens; (f) Music curriculum was still ignored in schooling, which resulted in the limitations of music assessment implementation. Based on research findings, the researcher proposed suggestions for junior high school music assessment, for educational management and for future research.音樂音樂教學評量教學評量評量藝術與人文musicgeneral music assessmentteaching assessmentassessmentArts and Humanities