國小學生音樂線上閱讀素養之調查研究

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國小學生音樂線上閱讀素養之調查研究
著者: 林虹均; Lin, Hung-chun
洪碧霞; Pi-Hsia Hung; 教育學系測驗統計碩士班
主題: 性別; 音樂識讀; 線上閱讀; 年級; gender; on-line reading; music recognize-reading; grade
描述: 線上閱讀素養關係著在科技環境中處理問題的能力，是個人參與社會及全球社群的核心能力，亦為二十一世紀資訊溝通與閱讀的統整運作效能，因此線上閱讀素養近年來成為重要的研究議題。面對數位科技的時代，新的藝文教育也期待學生解讀、闡釋多元資訊、聽辨欣賞豐富多元的線上文字和影音資源。本研究旨在探討國小學生在音樂線上閱讀素養的表現概況，研究中發展音樂線上閱讀素養評量工具（Music On-line Reading Literacy Assessment, MORLA），初步檢視工具的信效度，進一步討論不同年級、性別、和音樂與線上閱讀經驗學生的表現差異，提供國小音樂教學和評量革新的參考。MORLA閱讀認知類別包涵以擷取資訊、統整解釋、反思與評鑑，藝術內容包含基本概念、藝術與生活、歷史與文化，所以評量作業多需要學生進行藝文資訊的檢索、統整、理解和省思評鑑。本研究以988位國小四至六年級學生為研究樣本進行調查，整體而言，平均答對率約為0.43，大部分試題對國小學生而言稍難，年級與性別各有3%的解釋力，不同年級學生呈現顯著的素養進展，高年級顯著高於四年級、六年級顯著高於五年級，每一個年級女學生的表現皆優於男學生。MORLA與在校國語和音樂成績有略高的相關，與在校數學成績相關較低，呈現合理的幅合、區辨效度。依據評量結果，將學生區分為四個等級，未達基礎水準學生只能在明確指定之單一文本題目有較好表現；基礎水準學生能在指定或單一網頁或單一文本來擷取資訊和理解重要意涵，有影音資訊能協助辨識多重文本；精熟學生能搜尋多層次分頁，文本含有影音資訊能協助其理解統整；進階水準學生能搜尋多重網頁資訊，同時能辨識樂器名稱與音色，具備讀譜能力，理解統整多重文本或評鑑多重文本資訊。有音樂學習背景的學生、每天上網閱讀半小時至一小時和網路運作經驗豐富的學生，MORLA表現都較佳。
On-line reading literacy is related to problem-solving abilities in modern technology environment. It’s a core capability for a person participating in a social and global community, and is also integrated operational effectiveness for communicating and reading in the 21st century. Therefore, on-line reading literacy has become an important issue recently. In an ear of digital network, the new arts education also looks forward to students’ comprehension, interpretation of multiple information, and appreciation of diverse materials, including online texts, and audio and video resources. The purpose of this study is to explore the general situation of Taiwanese 4th, 5 th and 6 th graders’ on-line reading performance to develop music on-line reading literacy assessment (MORLA), which can be taken as the primary reference for the innovation in music teaching and the assessment. The dimensions of MORLA include the abilities to locate information, to synthesize and comprehend, and to reflect and evaluate. On the other hand, the content of MORLA covers the basic concepts of art, the art and life, and history and culture. There are 987 4th to 6 th graders sampled from 12 local schools in Taiwan. Generally speaking, the mean proportion correct of MORLA is 0.43. Most of the MORLA items are a little difficult for the 4th to 6 th graders, and female students perform better than male students. The correlation between MORLA and the grades of Chinese and Music is higher than that and the grades of Mathematics. The pattern of the correlation reasonably supports the convergent and discriminate validity. Based on different proportion correct of different difficulties, the students are divided into four different levels. Students who are below basic level only perform better in clear and specified of single text. Students with basic level can adopt information and understand important meaning from specified or single page and text. Audio and video information can assist them to identify multiple texts; Proficient students can search multiple-layer texts, and texts with audio and visual information can assist them in understanding and integration; advanced students can search multiple pages of information, and can identify the musical instruments and its sound. In addition, they have the ability to read music text, to understand and integrate multiple texts and to evaluate messages of multiple texts. Moreover, students performed better on MORLA who have music-learning background, have rich experience in on-line assessment and spend half to one hour each day on the Internet.
碩士
建立日期: 2013
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/453
資源來源: NUTN IR

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國小學生音樂線上閱讀素養之調查研究

林虹均; Lin, Hung-chun 洪碧霞; Pi-Hsia Hung; 教育學系測驗統計碩士班 2013

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