運用評分規準於直笛學習評量之行動研究—以桃園市某國中為例
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2018
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本研究旨為探討運用評分規準於學生直笛學習評量之表現及教師的教學與
評量省思；研究者採行動研究法，以所任教七年級學生為對象，進行為期八週、共兩次循環評量，包含教學、評量及回饋，直笛曲目為《舞曲》及《愛爾蘭民謠》兩首曲目；透過教師評量與教學日誌及學生回饋問卷之分析而獲得結論。
研究結論如下：
一、透過評分規準的運用，包含事前評量細項規劃、學生充分瞭解評量細項；在參與教學及評量，教師可藉由學生在各細項的表現，具體瞭解學生在直笛演奏技巧及音樂能力表現情形。
二、透過教師運用評分規準應有的明確步驟，向學生說明當中的內容與用法，更具體落實評分的教育意義，且在三方面：評分規準的流程、評分規準的等級安排及學生對於規準的看法，得到教學省思。
最後，依據前述結論提出對教學者與未來研究的建議，包含：教師可嘗試開
始使用評分規準、備課當中應落實教學分析、教育當局應多開放案例；而未來相關研究可擴大研究方法、研究對象及將評分規準運用於其他音樂學習項目。
This study aimed to using the Rubrics to recorder learning assessment for students , and teacher could obtain feedback from teaching and assessment.Theresearchers adopt the action research method and conduct the eight-week course for the seventh-graders. Sub-cycle assessment, including teaching, assessment and feedback, the recorder music are two songs of "Dance" and "Irish Folk "; the conclusions are obtained through the analysis of teacher assessment and teaching logand student feedback questionnaire. The conclusions were as the following： First, through the use of rubrics,including planning the rating item,understanding the rating item. Participating in teaching and assessment, teachers can learn more about students playing in the recorder by the performance of students in various items ,and skills and musical performance. Second, through the clear steps that teachers should use for rubrics, explain the content and usage to the students, and more specifically implement the educational significance of the scoring.In order to get teaching thoughts,three aspects should be following: the process of rubrics, the ranking of scoring standards and the students' views on the standards. Finally, based on the above conclusions, suggestions for the instructor and future research are proposed, including: teachers can try to start using the rubrics, should implement the teaching analysis in the preparation of lessons, and the education authorities should develope more cases; and future related research can expand the research methods and research objects. And apply the rubrics to other music learning projects.
This study aimed to using the Rubrics to recorder learning assessment for students , and teacher could obtain feedback from teaching and assessment.Theresearchers adopt the action research method and conduct the eight-week course for the seventh-graders. Sub-cycle assessment, including teaching, assessment and feedback, the recorder music are two songs of "Dance" and "Irish Folk "; the conclusions are obtained through the analysis of teacher assessment and teaching logand student feedback questionnaire. The conclusions were as the following： First, through the use of rubrics,including planning the rating item,understanding the rating item. Participating in teaching and assessment, teachers can learn more about students playing in the recorder by the performance of students in various items ,and skills and musical performance. Second, through the clear steps that teachers should use for rubrics, explain the content and usage to the students, and more specifically implement the educational significance of the scoring.In order to get teaching thoughts,three aspects should be following: the process of rubrics, the ranking of scoring standards and the students' views on the standards. Finally, based on the above conclusions, suggestions for the instructor and future research are proposed, including: teachers can try to start using the rubrics, should implement the teaching analysis in the preparation of lessons, and the education authorities should develope more cases; and future related research can expand the research methods and research objects. And apply the rubrics to other music learning projects.
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評分規準, 直笛學習評量, 行動研究, rubric, recorder learning assessment, action research