方銘健謝婉如WAN-JU HSIEH2019-09-062003-07-012019-09-062002http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%2290NTNU0248001%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/108054本研究目的在探討國中階段音樂科情意教學的現況，並瞭解情意教育的理論與實際，進而發展設計出具體的教學方案─音樂情話方案。本研究採行動研究方式，選取台北市某國中一年級學生作為實驗研究對象，透過個別訪談、教學實驗、量表及問卷整理以獲取相關資料，所得研究結果如下： （一） 音樂情話方案對學生有正面之影響。 （二） 情意教學有助於學生學習動機與能力的提昇。 （三） 音樂教師於音樂以外的情緒教育，甚至其他領域知能須再加強。 （四） 學校教學資源的共享與統整有助於教師的教學設計及激發學生的學習興趣。在實驗過程中雖遇有許多的問題，但以整體檢視，對學生與教師皆有正面的影響。根據本研究的發現，茲提出幾點建議作為參考： （一）對課程設計的建議：音樂教育需增加情緒教育的教材設計，兼顧趣味性與系統意義 ，並增加自我認知的課程。 （二）對教學活動的建議：音樂情話方案實施應視不同特質的班級予以彈性調整，亦可延伸至不同學習領域、不同年齡層的教學中。 （三）對未來研究的建議：發展更合適的研究工具與評量工具；繼續研究不同年齡層實施可能造成的影響；探究不同學校及不同國家實施後可能造成的影響；以及追蹤音樂情話方案的後續發展。The purpose of this research is to study the current situation of affective teaching in music class for junior high school, and to understand the theory and practical situation of affective education. In advance, the researcher develops a practical teaching program – Program of Music and Emotion. The research methodology is action study, to select 7th grade students from one of the Taipei junior high schools as the subject. This study applies individual interview, teaching experiments, scale and questionnaire to collect data. The results are as follows: 1. Program of Music and Emotion has positive influence to students. 2. Affective teaching helps students to promote their learning motivation and ability. 3. Besides the knowledge of music teaching, the music teachers have to enhance their knowing in other fields. 4. The sharing and integration of teaching resources will be helpful for curriculum design and inspire students’ learning motivation. There were many problems during the experiment, however, it is still mostly positive to both teachers and students. According to the results, the author tries to present some recommendations: 1. Curriculum design: music education should provide curriculum design of emotional education, concern in the interesting and systematic meaning of learning material, and add some self-recognition courses. 2. Teaching method: the Program of Music and Emotion should be adjusted flexibly depending on the characters of different classes. It is also possible to extend to instruction for different fields and ages. 3. Further research: to develop more suitable research and evaluation tools, continue studying the possible influences to different groups, schools and countries, and trace the development of the program. Key Words: Music, Emotional Education, Affective Teaching, Junior High School Students, Experimental Teaching音樂情緒教育情意教學國中生實驗教學MUSICEMOTIONAL EDUCATIONAFFECTIVE TEACHINGJUNIOR HIGH SCHOOL STUDENTSEXPERIMENTAL TEACHING