音樂概念學習策略方案實施音樂教師後設認知教學歷程分析研究－以「UbD課程設計」模式為內涵－

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音樂概念學習策略方案實施音樂教師後設認知教學歷程分析研究－以「UbD課程設計」模式為內涵－
著者: 薛郁琪; Hsueh, Yu-chi
林朱彥; Chu-Yen Lin; 音樂教育學系碩士班
主題: 音樂教學; 後設認知; UbD課程設計; 概念學習; music teaching; metacognition; UbD curriculum designs; concept learning
描述: 本研究旨在運用UbD課程設計模式，實施音樂概念學習策略方案，以提升學生音樂概念認知能力與音樂教師角色知覺認同，促進教師專業成長。遂以研究者任教國小五年級學生為對象，研擬音樂概念學習策略方案，尋找合作夥伴，進行方案教學之行動研究。方案教學執行過程中，一方面透過「學生音樂概念學習行為觀察紀錄表」、「學生音樂知能測驗」等研究工具，瞭解學生之反應與教學成效；另一方面藉由「教學省思表」、「教師教學觀察紀錄表」、「觀察教師後設認知紀錄表」等工具，深入探究方案教學實施過程中，教學教師與觀察教師在自我知覺、自我計畫、自我監控、自我評鑑等階段之後設認知歷程。歸結本研究之發現與結果，獲致以下之結論：一、運用UbD課程設計模式，進行音樂概念學習策略方案，實為音樂課程設計與實施概念化之過程，能解決學生音樂概念認知不足之缺失。二、本研究運用UbD課程設計模式，規劃與實施音樂概念學習策略方案，確實能有效提昇學生音樂概念認知能力，可行性獲得肯定。三、運用UbD課程設計模式，規劃音樂概念學習策略教學方案，分析教師後設認知之自我知覺歷程，有助於對課程、教學、教師本身及學生的瞭解。四、運用UbD課程設計模式，規劃音樂概念學習策略教學方案，教師後設認知之自我計畫歷程，依工作的任務及經驗背景而有不同。五、運用UbD課程設計模式，實施音樂概念學習策略教學方案，教師後設認知之自我監控歷程，透過教學策略與內容修正，具有積極之啟發性。六、運用UbD課程設計模式，規劃與實施音樂概念學習策略教學方案，教師後設認知之自我評鑑歷程，能提昇教師角色知覺及促進教師專業成長。最後，依據研究結論，針對音樂教師、學校行政人員、相關單位及未來研究分別提出建議。
The purposes of this research project are to upgrade the students’ cognitive capability in music by applying the UbD curriculum design mode and music concept learning strategies, and to promote the music teachers’ identification and professional growth. The participants in this project are the author’s fifth-grade students in the school where the author teaches. Music concept learning strategies are designed by the author who has also recruited partners in carrying out the action research of the aforementioned project.In the process of carrying out this research, several tools have been utilized. On the students’ part, “ the observation records of the students’ behavior in learning music concepts ” and “ the tests of the students’ music knowledge & capability ” are used to understand the students’ response and teaching results. On the teachers’ part, “ the teaching examination chart, ” “ the observation records of the teacher’s teaching, ” and “ the metacognition records of the observing teacher ” are used to explore the metacognitive course of the music teacher and the observing teacher in the areas of self-awareness, self-planning, self-monitoring, and self-evaluation. The conclusions of this research project are as follows:1.The application of the “ UbD curriculum design ” mode and music concept learning strategies can be defined as the process of carrying out music curriculum designs and conceptualization. It can be applied to cognitively compensate the students’ insufficiency about music concepts. 2.The application of the “ UbD curriculum design ” mode and music concept learning strategies can effectively upgrade the students’ cognitive capability in comprehending music concepts. Its feasibility is positive.3.To analyze the self-awareness course of the teachers’ metacognition by the application of the “ UbD curriculum design ” mode and music concept learning strategies is very helpful for the teachers in understanding the curriculum, teaching, students, and themselves as well.4.The self-planning course of the teachers’ metacognition by the application of the “ UbD curriculum design ” mode and music concept learning strategies is different according to job assignments and experience backgrounds.5.The self-monitoring course of the teachers’ metacognition by the application of the “ UbD curriculum design ” mode and music concept learning strategies is positively enlightening with appropriate teaching strategies and changes of contents.6.The self-evaluation course of the teachers’ metacognition by the application of the “ UbD curriculum design ” mode and music concept learning strategies will enhance the awareness of the role of the teachers and further enable them to grow professionally.In the light of the research conclusions, suggestions to the music teachers, school administrative staff, related units and directions of further research are proposed separately.
碩士
建立日期: 2006
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4129
資源來源: NUTN IR

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音樂概念學習策略方案實施音樂教師後設認知教學歷程分析研究－以「UbD課程設計」模式為內涵－

薛郁琪; Hsueh, Yu-chi 林朱彥; Chu-Yen Lin; 音樂教育學系碩士班 2006

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