遊戲化音樂欣賞教學策略運用國小六年級學童後設認知與學習態度之研究

傳送到

題名:
遊戲化音樂欣賞教學策略運用國小六年級學童後設認知與學習態度之研究
著者: 陳美怡; Chen, Mei-I
林朱彥; Chu-Yen Lin; 音樂教育學系碩士班
主題: 遊戲化音樂欣賞教學; 學習態度; 後設認知; 教學策略; learning attitude; teaching strategies; play-based music appreciation instruction; metacognition
描述: 本研究旨在解決藝文課程實施之後，研究者為解決音樂教學情境中，音樂欣賞素材內容不足、學童學習主動性不足之問題，及增進專業能力，透過文獻分析，了解音樂欣賞、遊戲與後設認知之內涵，採取行動研究方式，以任教之三個班級，103位六年級學童為對象，運用遊戲策略規劃音樂欣賞教學方案與實施教學，透過調查問卷、觀察紀錄、教學現場之教學日誌、學習單、學習歷程檔案等資料之蒐集與處理及省思回饋，評估教學成效，期能了解國小六年級學童經方案教學，其後設認知與學習態度之改變情形，並提供音樂教師教學之參考。依據研究結果與發現，本研究獲致之結論如下：一、本研究針對現行藝文教材中音樂欣賞內容不足，學童學習興趣低落等教學情境問題及探究學童之後設認知與學習態度，運用個人概念感受、合作分享與分組競賽等遊戲策略，研擬音樂欣賞教學模式，規劃遊戲化音樂欣賞教學方案。二、運用遊戲策略實施音樂欣賞教學，能有效提升音樂認知能力及學習態度。三、運用遊戲策略實施音樂欣賞教學，對學童後設認知靜態知識在人的知識與問題的知識兩個面向，有顯著之增進與改變。四、運用遊戲策略實施音樂欣賞教學，對學童後設認知之動態調整方面，以計劃面向表現最佳，監控及檢核兩個面向則略有正向改變。五、運用遊戲策略實施音樂欣賞教學，對學童音樂欣賞學習態度之認知方面，在課程期待及生活應用兩面向有顯著之增進與改變；學習遷移面向沒有顯著差異。六、運用遊戲策略實施音樂欣賞教學，在學童音樂欣賞學習態度之情感方面有顯著之增進與改變。七、運用遊戲策略實施音樂欣賞教學，在學童音樂欣賞學習態度之行為方面，各面向的改變與差異並不一致。最後，依據研究歷程之省思、回饋與研究之結果，對音樂教師及未來研究提出相關建議。關鍵詞：遊戲化音樂欣賞教學、教學策略、學習態度、後設認知
This study aims to solve the insufficiency of music appreciation material in music classrooms and learners’ low learning motivation and to improve professional capability after the implementation of art and humanity curriculum. After understanding the content of music appreciation, play and metacognition through paper analysis, an action research was taken with the use of music appreciation teaching project based on play-based strategies and its implementation in three classes composed of 103 6th graders. Through the collection, processing, reflection and feedback of questionnaires, observation records, teaching journals, worksheet and learning portfolio, teaching efficiency was evaluated. This research is to understand the participants’ change of metacognition and learning attitude after the designed music appreciation teaching project and to offer music teachers reference. 7 points are concluded based on the findings and results: 1. This is study is to design music appreciation teaching mode and play-based music appreciation instruction by utilizing play-based teaching strategies such as personal concept feeling, corporative sharing and group competition to aim at the insufficiency of music appreciation material in music classrooms and learners’ low learning motivation and to improve professional capability after the implementation of art and humanity curriculum.2. The cognitive ability of music and learning attitude are efficiently improved through the implementation of play-based music appreciation instruction.3. An obvious change and promotion are found in 2 aspects of participants’ metacognitive static knowledge-the knowledge of people and questions through the implementation of play-based music appreciation instruction.4. As for the dynamic adjusting perspective of respondents’ metacognition, play-based music appreciation instruction performs best in planning aspect and change slightly positively in both monitoring and checking-outcome aspects.5. An obvious change and promotion are observed in curriculum expectation and practical application, while no apparent change is noticed in learning transfer through the implementation of play-based music appreciation instruction.6. Participants’ emotional aspect in their music appreciation learning attitude changes apparently through the implementation of play-based music appreciation instruction.7. Participants’ change in behavioral aspect of their music appreciation learning attitude is not identical through the implementation of play-based music appreciation instruction.At last, some related suggestions are provided for music teachers and future study in the basis of the research reflection, feedback and results.Keywords: play-based music appreciation instruction, teaching strategies, learning attitude, metacognition
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/987654321/4137
資源來源: NUTN IR

連結

連回原始介面

遊戲化音樂欣賞教學策略運用國小六年級學童後設認知與學習態度之研究

陳美怡; Chen, Mei-I 林朱彥; Chu-Yen Lin; 音樂教育學系碩士班 2006

正在檢索遠程資料庫，請稍等