學位論文

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    國民中學藝術與人文領域教科書音樂課程之內容分析與評鑑研究
    (2007) 汪怡琳
    The purpose of this study was to conduct content analysis and evaluation research of the music curriculum for junior high school Arts and Humanities textbook series. The six volumes of four textbook series, namely, Uchen、Nani、Kang Hsuan、Han Lin, with a total of 24 volumes, were included as research subjects. The analysis foucs was on the general editing status of the teaching material proportion, category, appendix of the music curriculum. An evaluation survey was also conducted of the organization of these teaching materials. The research instruments were, based upon results of literature review, self-developed “Music Curriculum Content Analysis Table of Junior High School Arts and Humanities Textbook Series” and “Music Curriculum Teaching Material Evaluation Questionnaire of Junior High School Arts and Humanities Textbook Series.” Thus, the research methods of content analysis and evaluation survey were utilized to reach the research goals. Concludsion of this research are as follows: 　　Regarding the general editing status of music curriculum content, the music curricula of Uchen and Kang Hsuan were subdominant to visual arts curricula in teaching material proportion, while the music curricula of Nani and Han Lin top others. Teaching material appendixes of all four editions consist mostly of music curriculum. Music appreciation, as a teaching material category, occupy the highest proportion. Supplementary songs and supplementary alto recorder pieces are the most important ingredients of appendex. 　　 When it comes to the evaluation suvery results of teaching material organization, the public junior high schools official music teachers in Taipei City and County take a neural-reservative to positive-active attitude toward Uchen, slightly different from their positive-active overall opinion upon Kang Hsuan and Han Lin. 　　Generally speaking, apprecition curricula occupy the most space in all four versions, with creation curricula take the least proportion. Uchen is in lack of instrument teaching; Nani is unique in its emphasis upon basic aural training; Kang Hsuan is abundant in supplementary materials; Han Lin is particual about its content balance. On the other hand, music teachers seem to agree that the comprehensiveness, content sequenceing and continuity of all four versions need to be improved.
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    國中生歌唱學習經驗與情緒調節相關性之研究
    (2007) 林宜家; Yi Jia Lin
    本研究以高雄市16所國中之488位國二學生為對象，針對其在歌唱學習經驗與情緒調節的看法層面及實際感受層面進行資料蒐集，並就性別、就讀學校所屬地區、學生課後音樂學習經驗、學校大小、歌唱喜好度等背景條件，分析影響其情緒調節的相關因素，以提供音樂教師在教學設計上之參考。研究者參酌相關文獻資料後，編定研究工具為「國中生歌唱學習經驗與情緒調節相關性意見量表」，並根據相關文獻歸納量表之四個構面為：歌唱功能及價值與情緒調節之相關性、歌唱曲目類型與情緒調節之關聯性、教師歌唱教學相關因素對學生情緒調節的影響、學生歌唱學習之個人因素對情緒調節之影響；為使研究結果詳實，本研究使用包含百分比次數分配、成對樣本T檢定、獨立樣本T檢定以及單因子變異數分析法等資料處理方式。研究調查後獲得具體結果如下：一、國中學生在看法層面大致認同歌唱學習經驗對情緒調節會產生影響。二、在實際感受方面，除「歌唱曲目類型與情緒調節之關聯性」構面外，國中學生尚能認同學校歌唱學習經驗能影響情緒調節。三、國中學生在看法方面與實際感受方面的認同度差異達顯著水準。四、國中學生對歌唱學習經驗影響情緒調節之認同度會因不同之背景變項而有差異存在。最後根據研究結果，研究者對學校單位、音樂教師、及後續研究者提出若干建議，希望藉由本研究及後續研究，提供音樂教師在歌唱教學上之具體參考，進而促使學校正視歌唱學習中的情緒效能，且發展能連結音樂教育與情緒教育之實用課程，並能適時推動合宜的相關措施，以期穩定國中學生的情緒發展。