職前幼教師學習幼兒歌曲彈唱之探究

A study on pre-service early childhood teachers’ learning to play and sing children’s songs

兒歌彈唱能力是幼教師極為重要的專業能力之一，在進行幼兒音樂活動時，幼教師的鋼琴彈奏需能即時配合幼兒的音樂反應。本研究旨在瞭解職前幼教師兒歌彈唱能力、學習兒歌彈唱的挑戰及克服兒歌彈唱困難的因應之道。研究方法採用二個途徑平行模式的量化與質性併用混合研究法，第一途徑運用研究者自編之兒歌彈唱評分量表，第二途徑採用質性影片分析及個別訪談法。研究結果發現，職前幼教師兒歌彈唱的音量、音色與歌詞的熟練度表現較佳。表現較不理想之處包括歌唱音準；能自創前/尾奏者較少；和弦多限於正三和弦I，IV，V 級的範圍；伴奏以右手旋律左手和弦的配置方式較常見；以及弱起拍開頭的樂曲在起始拍關鍵時間點易出錯。普遍而言職前幼教師的音樂性表現稍嫌不足。學習挑戰有一心二用的挑戰、單旋律歌譜無左手伴奏、以及活學活用樂理知識的挑戰。其克服困難因應之道表現在心理、技能與認知三個層面，例如強化學習動機、熟記樂譜勤加練習、與充實樂理知識等。本文最後提出建議作為未來幼教師音樂專業能力、幼兒教育/教保課程發展與師資檢定考科項目發展之參考。

The ability to play piano while singing children’s songs is one of the most important professional skills for early childhood teachers. During early childhood musical activities, teachers must be able to make timely adjustments to their piano playing according to the children’s responses to the music. This research aims to understand pre-service early childhood teachers’ ability to play and sing children’s songs simultaneously, the challenge of learning to play piano while singing children’s songs, and the means to resolve the difficulties associated with playing and singing such songs. The research adopts a model based on a combination of parallel methods—quantitative and qualitative. The first method makes use of a children’s song playing and singing rating scale designed by the researcher, while the second uses qualitative video analysis and individual interviews. The research results revealed that the playing and singing volume, tone, and lyric performance proficiency of children’s songs by pre-service early childhood teachers were relatively good. Areas where the performances were not ideal included inadequate singing intonation; limited ability to independently create intros/endings; chords mostly limited to the primary triads (I, IV, and V); accompaniments commonly configured with the right hand playing the melody and the left playing the chords; and tendency to make errors at key points when playing music with initial upbeat opening. In general, pre-service early childhood teachers’ musical performances were slightly inadequate. The challenges faced in learning included dual-task challenges, single melodic songs for which the scores only show treble clef without left hand accompaniment scores, and the knowledge of know-how and application of music theory. These difficulties can be overcome by focusing on psychological, technique and cognitive aspects to improve pre-service teachers’ professional competence, for instance, enhancing the motivation to learn, familiarizing pre-service teachers with music scores, willing to diligently practice music, as well as enriching their music theory knowledge. Suggestions are proposed at the end of the paper to increase future early childhood teachers’ professional music competence, and to help in developing childhood education/teaching and childcare curriculum, as well as items for the teacher certification examination.