國小教師對「音樂科」與「藝術與人文學習領域」的知覺課程研究

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國小教師對「音樂科」與「藝術與人文學習領域」的知覺課程研究
著者: 侯怡婷; Hou, I-Ting
林瑞榮; Ruei-lung Lin; 教育學系課程與教學碩士班
主題: 音樂科; 分科課程; 統整課程; 知覺課程; 藝術與人文學習領域; integrated curriculum; arts and humanities learning area; subject curriculum; perceived curriculum; music subject
描述: 本研究旨在了解音樂教師對於音樂課程的知覺，是否還停留在「課程標準」時期的音樂科課程？或是已經透過研習進修等管道，學習到藝術與人文學習領域的精神呢？音樂科課程標準採用分科課程的概念，藝術與人文學習領域則是以統整課程的理念結合音樂、視覺藝術、表演藝術的課程內容，此兩者於理論基礎、課程規劃與教師教學等方面，皆有很大的不同。研究對象以高雄市音樂教師為主，自編「國小教師對『音樂科』與『藝術與人文學習領域』知覺課程研究之調查問卷」為研究工具，共寄發201份問卷（回收率85.08％）蒐集相關資料，以SPSS10.0統計套裝軟體進行資料分析，並以立意抽樣的方式，選取高雄市政府教育局藝術與人文學習領域之督學、國教輔導團藝術與人文學習領域之音樂專長教師、音樂教學年資分別為十六年、十三年及六年的國小音樂教師三名，共五名，進行訪談，以搜集質性資料。依據研究結果與發現，本研究獲致結論如下:一、國小「藝術與人文學習領域」中的音樂教師之背景資料：（一）高雄市國小音樂教師大多從音樂相關科系畢業。（二）高雄市國小音樂教師半數以上為純音樂科任教師。（三）「藝術與人文學習領域」之教材仍較依賴教科書。二、音樂教師對「音樂科」知覺課程之分析：（一）高雄市國小音樂教師皆對「音樂科」有正向的知覺。（二）高雄市國小音樂教師皆肯定「音樂科」的課程目標與課程設計注重一貫性與完整性。（三）「音樂科」課程內容的素材與兒童的生活有落差。三、音樂教師對「藝術與人文學習領域」知覺課程之分析：（一）高雄市國小音樂教師皆對「藝術與人文學習領域」有正向的知覺。（二）大多數的音樂教師了解課程模式已由分科課程轉為統整課程。（三）「藝術與人文學習領域」的課程內容與學生的生活相結合。（四）「藝術與人文學習領域」著重於藝術能力的培養。四、音樂教師對於「音樂科」與「藝術與人文學習領域」知覺課程的差異之分析：（一）受訪教師皆對「音樂科」與「藝術與人文學習領域」有正向的知覺。（二）「音樂科」課程內容的素材與兒童的生活有落差，「藝術與人文學習領域」與學生的生活相結合。（三）「藝術與人文學習領域」著重於藝術能力的培養。五、音樂教師對「藝術與人文學習領域」改革方向建議之分析：（一）增進音樂教師統整課程設計的能力。（二）學校行政排課需專才專用。（三）妥善規劃研習課程。（四）減輕教師的教學負擔。（五）成立資源中心，提供即時的互動服務。最後，研究者依據研究結果，提出相關建議，以提供教育相關單位、學校行政、教師教學以及後續相關研究者參考。
The study is to discuss if music teachers’ perception of music curriculum still stays at the period of “curriculum standard”, or they have learned about the spirit of “arts and humanities learning area” through in-service education. Music curriculum standard is the concept of subject curriculums; on the contrary, arts and humanities learning area combines the content of music, visual arts, and performance arts to express the concept of integrated curriculum. The theoretical foundations, curriculum designs, and teachers’ instructions of the two are evidently different. The subject of the study is aimed at the music teachers of Kaohsiung City. The tool is self-edited “questionnaire of teachers’ perceived curriculum of ‘music subject’ and ‘arts and humanities learning area’”. 201 questionnaires (recovery rate is 85.08%) are mailed to collect related data, and then analyzed through SPSS10.0. Besides, through judgment sampling, the researcher interviews with one supervisor of the Department of Education of Kaohsiung City Government, one specialist music teacher of arts and humanities learning area in the advisory group of compulsory education, and three elementary music teachers whose music teaching experiences are individually 16, 13, and 6 years to collect qualitative data.According to the study result, the conclusions are as follows:1. the background data of elementary music teachers of “arts and humanities learning area”: (1) the elementary music teachers of Kaohsiung City mostly graduated from music-related subjects. (2) more than half of the elementary music teachers of Kaohsiung City are simply music teachers. (3) the materials of “arts and humanities learning area” are mostly from textbooks.2. the analysis of music teachers’ perceived curriculum of “music subject”: (1) the elementary music teachers of Kaohsiung City have positive perception of “music subject”. (2) the elementary music teachers of Kaohsiung City approve that the curriculum goal and design of “music subject” are consistent and complete. (3) there is a gap between the materials of music curriculum content and children’s life.3. the analysis of music teachers’ perceived curriculum of “arts and humanities learning area”: (1) the elementary music teachers of Kaohsiung City have positive perception of “arts and humanities learning area”. (2) most of the music teachers understand the curriculum model has turned from subject curriculum to integrated curriculum. (3) the curriculum content of “arts and humanities learning area” is combined with students’ life. (4) “arts and humanities learning area” is focused on the development of artistic ability.4. the analysis of the difference between music teachers’ perceived curriculum of “music subject” and that of “arts and humanities learning area”: (1) the elementary music teachers of Kaohsiung City have positive perception of “music subject” and “arts and humanities learning area”. (2) there is a gap between the materials of music curriculum content and children’s life; the curriculum content of “arts and humanities learning area” is combined with students’ life. (3) “arts and humanities learning area” is focused on the development of artistic ability.5. the suggestion about the music teachers of “arts and humanities learning area”: (1) improve music teachers’ ability of designing integrated curriculum. (2) school administrative course scheduling should allow teachers to teach only in their professional area. (3) plan proper in-service curriculum. (4) lessen teachers’ teaching burden. (5) establish resource centers to provide real-time interactive service.Finally, according to the study result, the researcher proposes some suggestions for related educational institutes, school administration, teachers’ instruction, and the follow-up researchers of related studies.
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建立日期: 2006
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4277
資源來源: NUTN IR

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國小教師對「音樂科」與「藝術與人文學習領域」的知覺課程研究

侯怡婷; Hou, I-Ting 林瑞榮; Ruei-lung Lin; 教育學系課程與教學碩士班 2006

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