以十二年國民基本教育核心素養為依據設計音樂課程之行動研究—以國中一年級為例 = An Action Research of Seventh Grade Music Course Design Based on 12-Year-Compulsory Education Core Competencies

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題名:
以十二年國民基本教育核心素養為依據設計音樂課程之行動研究—以國中一年級為例 = An Action Research of Seventh Grade Music Course Design Based on 12-Year-Compulsory Education Core Competencies
著者: 徐翊鳳
國立臺南大學音樂學系碩士班
主題: 行動研究國中音樂教學課程設計核心素養; juniorhighschool musicteaching coursedesign corecompetencies actionresearch
描述: 　　本研究旨在探討以核心素養為依據之國中ㄧ年級音樂課程設計與實施。採行動研究方式進行，依據《十二年國民基本教育藝術領域課程綱要（草案）》之核心素養，設計共四個單元十五節課的音樂課程，跨上、下兩個學期實施教學。透過學生學習歷程的表現回饋、研究者反思日誌、第三方教師回饋，進行多樣資料蒐集綜合討論，得到以下結果與發現：一、音樂教師以核心素養為基礎進行課程設計時，可從現行九年一貫課程作轉換，不需要全部從頭重新設計。二、設計核心素養課程時，宜系統性理解並掌握核心素養的原始意義。三、不同面向的核心素養形成中會相互影響，課程設計時應考慮分配各項學習構面分佈的平衡。四、核心素養的形成會受課程設計與實施狀況的影響，具有變動性。五、教學活動內容和執行的脈絡與核心素養連結有密切關係。六、核心素養課程的單元教學目標宜具體，裨益學習評量的實施與學生素養進程的掌握。七、編排核心素養課程的學習重點時，宜參考課綱學習內容對應，並註明具體教學項目。八、教師教學能力是影響核心素養課程的實施成效的重要因素，而專業社群的共識跟討論有助課程設計。　　依據上述結論，針對音樂教師與未來研究者提出建議。.
　　The aim of this research is to inquire into the seventh grade music course design and implementation based on core competencies. According to core competencies on 12-Year-Compulsory Education Art Field Curriculum, the project gets on in the way of action research, including music course designed by four units and fifteen lessons in addition to implementation of teaching crossing over two semesters. 　　Through students’ performance feedback from learning processes, researchers’ diaries for introspection, and the third-party teacher feedback, the comprehensive discussion goes on with multiple data collection. Some results and discoveries are as follows: 1. Getting on course design on the basis of core competencies, it’s not necessary for music teachers to redesign from the beginning but to transmit from current Grade 1-9 Curriculum. 2. Designing course for core competencies, understanding in systematicness and internalize the original meaning for core competencies are required. 3. Core competencies formed in different aspects will affect each other; again, the balance for every learning- facet distribution should be concerned in designing courses. 4. The formation of core competencies with flexibility will be influenced by course design and implementing situations. 5. The content of teaching and learning has a lot to do with the execution context and the connection of core competencies. 6. The unit- goal of music designed for core competencies should be concrete; besides, benefiting the implementation of assessment and monitoring students’ process of competencies. 7. Arranging the sequence of music designed for core competencies should be correspondent to the course guideline program as well as be marked on the specific instructional items. 8. The teachers’ teaching ability is the important factor to influence the effects of implementation of core competencies courses; what’s more, the consensus and discussion among professional groups
出版者: 碩士論文--國立臺南大學音樂學系碩士班, 105學年度
建立日期: 民105 [2016]
格式: x,165面 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

以十二年國民基本教育核心素養為依據設計音樂課程之行動研究—以國中一年級為例 = An Action Research of Seventh Grade Music Course Design Based on 12-Year-Compulsory Education Core Competencies

徐翊鳳國立臺南大學音樂學系碩士班民105 [2016]

正在檢索遠程資料庫，請稍等

以十二年國民基本教育核心素養為依據設計音樂課程之行動研究—以國中一年級為例 = An Action Research of Seventh Grade Music Course Design Based on 12-Year-Compulsory Education Core Competencies

徐翊鳳 國立臺南大學 音樂學系碩士班 民105 [2016]

正在檢索遠程資料庫，請稍等

徐翊鳳國立臺南大學音樂學系碩士班民105 [2016]