由九七課綱探究國中一年級藝術與人文教科書音樂教材之課程統整設計

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由九七課綱探究國中一年級藝術與人文教科書音樂教材之課程統整設計
著者: 黃淑華; Huang, Shu-hua
林朱彥; Chu-yen Lin; 音樂學系碩士班
主題: 「藝術與人文」教科書; 九年一貫課程綱要; 課程統整; 教材內容; 課程設計; The nine-year integrated curriculum guidelines
描述: 本研究旨在由97課綱探究及檢視國中一年級各版本藝術與人文學習領域教科書之課程編輯設計及音樂教材之課程統整設計情況與差異性。主要採內容分析法，以「課程設計面向」為主類目，課綱教材內容之「表現試探、基本概念、藝術與歷史文化、藝術與生活」四大面向為次類目，據以設計內容分析研究工具－「教科書音樂教材課程設計統整面向分析表」。透過量化輔以質性的資料分析及討論與檢視，獲致以下之結論：一、國中一年級康軒版藝術與人文領域教科書之編輯單元設計包括分科與共同主題單元；翰林版之編輯單元設計與康軒版相同，上下冊順序相反；育成版則上下冊皆為共同主題單元。二、國中一年級藝術與人文領域教科書之編輯理念及學習內容：康軒版以生活互動取材為主，著重音樂欣賞與分享內涵；翰林版以生活取材及三大課程目標為主，著重生活之節奏、歌唱、欣賞題材；育成版著重與自然、宗教、社會文化議題，較缺乏歌唱、創作內涵。三、康軒版課程統整設計以「表現試探、基本概念、藝術與歷史文化、藝術與生活」面向為主；大致符合其課程設計編輯架構及97課綱之理念與內涵。四、翰林版課程統整設計與取材內涵以「藝術與生活」面向為主，與其由生活整體切入及建立美感觀念之編輯理念不盡相符，亦僅部分符合97課綱之理念內涵。五、育成版課程統整設計與取材內涵以「基本概念、藝術與歷史文化、藝術與生活」面向為主，呈現延續、不同形式整合及與生活相關；與強調橫向統合學習之編輯理念不符，亦僅部分符合97課綱之理念內涵。六、由九七課綱基本理念、課程目標檢視教科書之課程統整設計，三個版本有其差異：康軒、育成版統整面向較為均衡；康軒版隱含三個課程目標主軸內涵，育成版未能涵括三大課程目標主軸；翰林版取材符合「體驗生活中之藝術」之課綱理念；著重「實踐與應用」課程目標，但未能落實美感經驗之建立。七、由九七課綱課程設計實施要點檢視教科書之課程統整設計，有其異同：三個版本均採單科課程統整設計，皆能呼應課綱系統化階段性學習歷程之指示；康軒、育成版符合「生活化」之課程設計重點；翰林版未完全符合「體驗生活」之要點。八、由九七課綱教材內容檢視教科書之課程統整設計，三個版本有其差異：課程取材方面，康軒版涵蓋四大統整面向；翰林版以「藝術與生活」面向為主，育成版多著重「基本概念」、「藝術與歷史文化」、「藝術與生活」面向；教學活動設計方面，多能提供教學者具體教材與指引，但康軒、翰林版較為明確，育成版則較籠統；至於與三大課程目標主軸之間的關連性，則各版本呈現不一。最後，依據研究結果提出相關建議，以供教育行政單位、教材編輯者、教學者及未來進行相關研究者參考。
The purpose of this study is to explore and review the differences of the editorial design and music teaching materials in the first grade of each version of the textbook in the learning area of Arts and Humanities curriculum integration design in terms of the 97 curriculum guidelines.The main research method of this study is content analysis. It is composed of one main category and four subcategories. The main category is the curriculum design oriented;the subcategories are four orientations:performance tentative,basic concepts,art history and culture,and art and life from the contents of the textbooks.According to the above, the content analysis research tool“The curriculum integration design-oriented analysis table of teaching materials in music textbook” is designed.Through quantivative well as the qualitative data analysis and discussions, the conclusions are as follows:1.The editing unit of the textbook in the field of arts and humanities of Kang Hsuan in the first grade of junior high school includes the division and common theme units;Hanlin version has the same design as Kang Hsuan,but the first and the second volumes are in reverse order.2.In regard to the textbooks editing concepts and learning contents in the first grade in arts and humanities learning areas, Kang Hsuan version mainly draws to life interaction and focuses on music appreciation and sharing connotations;Hanlin version draws to life materials and three main curriculum objectives and focuses on the rhythm of life ,singing, and appreciation of materials;Uchen version focuses on natural,religious,social and cultural issues,whereas lack the connotation of singing and creativity.3.The design of curriculum integration in the version of Kang Hsuan is oriented mainly towards “tentative performance, basic concepts, art history and culture, and art and life.”They are generally in line with the structure of curriculum design and the concept and connotation of 97 curriculum guidelines.4.Hanlin curriculum integration design and materials connotation are based on “art and life,” but inconsistent with the concepts of life overall involvement and the cultivation of aesthetic. Thay are only partially in line with the connotation of the 97 curriculum guidelines.5.The connotation of curriculum integration design and materials in the version of Uchen chiefly emphasizes the basic concepts, art history and culture, and art and life , presenting a continuation of the integration of different forms and life relation.It is incompatible with the design notions which emphasizes on horizontal integration and only partially consistent with the connotation of the 97 curriculam guidelines.6.Through the basic idea of 97 curriculam guidelines, and the course objectives to view the the textbook curriculum integration design, there are differences among the three versions. Kang Hsuan and Uchen are more balanced in integration; Kang Hsuan contains the main connotation of three courses;Uchen version failed to reach the objectives of three courses;the contents of the course in Hanlin version are in line with the curriculum guidelines “experience life in art” and focuses on the practice and application of curriculum objectives,but fails to establish the aesthetic experience.7.By viewing the textbook curriculum integration design in terms of the implementation of the main points of the 97 curriculum guidelines , there are similarities and differences.The three versions are using a single subject curriculum integration design,which is able to echo the instructions of curriculum guidelines systematic phased learning process;Kang Hsuan and Uchen are to meet the "life" of the curriculum design focus;Hanlin failed to meet the main points of the “experience life.”8.By viewing the textbook curriculum integration design in terms of the implementation of the main points of the 97 curriculum guidelines, there are differences among three versions.As for the course aspects,Kang Hsuan covers the four major integration-oriented; Hanlin is mainly oriented to the “art and life,”Uchen version fouces on "basic concepts","art history and culture",and "art and life"from design aspects of teaching and learning activities,they are more able to provide the instructor teaching materials and guidelines,but Kang Hsuan and Hanlin are clearer , and Uchen is more general;as the connection with the three courses target spindles between the versions are presented differently.Finally,based on the findings the researcher provides recommendations for education administrator, textbook writers,front line teachers and other researchers to conduct relevant studies.
碩士
建立日期: 2013
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/353
資源來源: NUTN IR

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由九七課綱探究國中一年級藝術與人文教科書音樂教材之課程統整設計

黃淑華; Huang, Shu-hua 林朱彥; Chu-yen Lin; 音樂學系碩士班 2013

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