融入式音樂活動教學於幼兒專注力訓練課程之探究

A Study of Inclusive Music Listening and Bodily Movements within Children's Concentration Curriculum Activities

本研究計畫之緣起是為探究孩童的學習專注力情形，應用多元智能理論為概念輔以音樂冥想之肢體動能活動，目標是為探究幼兒多元智能多項領域之認知和心理活動之專注力。以國內外文獻為研究依據，並試探性的設計出以幼兒為主要對象的專注力教學活動方案，於正式立案之幼兒園所進行教學行動研究，藉由教學觀察與紀錄探究出音樂冥想活動融入專注力訓練課程對幼兒學習效能之提升。研究採立意取樣方式，以高雄市A托兒所23位中班幼童為研究對象，實施教學行動研究，於教學中進行觀察與紀錄，並輔以「專注力檢測」進行注意力教學之鑑別，再對照教學觀察紀錄及學習評量，以描述幼兒專注力訓練之結果。研究結果發現：一、教師以音樂引導冥想做肢體動作在課程進行的初始，有助於幼兒專心於靜態活動的操作。二、具目標性的訓練項目，輔以音樂活動引導幼兒學習，有助於其專注力之表現。三、有效的心理引導，幼兒可進展到持續專注的自我要求能力。

Most of parents and educators concern about the issue of children's lack of concentration while through learning process. They try very hard to help children on the learning difficulties. Concentration is the cognitive process of selectively paying attention to one thing to the exclusion of others. Cognition is the scientific term of ”the process of thought” such as thinking, fantasy memory, attention and perception etc. The better way to make good learning is connecting with the process of thoughts.This study was based on the concept of Multiple Intelligences in early childhood's education. Researcher was trying to find out the efficiency instructions of training children's attention within their learning process. Inclusive music listening and bodily movements within concentration curriculum activities, researcher corrected children's learning behavior data by observation. From those observation data, researcher result the better teaching methods which would benefit children's attention growing.From this research, researcher tried to study the several different types of attentions. Then, make the evaluation 23 samples of 5-years old children. Analyses their attention work within ”Attention Evaluation” edited by Gin-Fung Giu, moreover, give them 18 hours of attention training lessons in 3 months. Through the action research process, researchers concluded the result of working on children's attention. In the conclusions, there was some positive founding. 1. Following by the music listening activities, children could be in attention. 2. Teaching in target training would help children's attention. 3. Children were able to improving their sustained attention followed by psychological leading.