建構式概念的音樂教學應用

Applying Constructivist Tactics in the Music Classroom

本研究旨在探討建構式教學策略所設計的音樂教學對國中一年級學生音樂學習成就和音樂學習經驗的影響，探究學生經實驗教學後音樂概念知識能力，以及音樂學習經驗是否有所提升。\r為達研究目的，本研究透過自編「音樂概念知識測驗」和「音樂課學習經驗調查問卷」之研究工具，以高雄縣立某國中一年級70位學生為研究對象，其中38位為實驗組接受「建構式音樂教學」，32位為控制組接受教師原先採用的「一般音樂教學」。在十二堂實驗教學後，分別施以音樂概念知識測驗和音樂課學習經驗調查問卷調查，並將所得的資料以SPSS10.1的電腦統計套裝軟體進行統計分析，以描述統計說明學生的得分情形，再以獨立樣本t考驗分析不同的教學法得分差異情形，以探討研究結果。依據資料分析之結果，本實驗研究獲得結論如下：\r一、學生肯定建構式音樂教學，並有良好的學習。二、合作學習策略可提昇班級氛圍、學習動機及人際關係能力。最後根據研究結論，對音樂教學未來後續研究提出建議，以期做為教師審視自身教學設計及學者們未來研究之參考。

The purpose of this experimental research was to investigate the effectiveness of applying constructivist teaching strategy in the music classroom to enhance the seventh graders' musical achievements and learning experience. In order to achieve the goal of this study， the researcher designed two tests “Music Achievement Test” and “Music Learning Experience Questionnaire” as tools to collect data. The participants in this study were 70 seventh graders from a Junior High school in Kaohsiung County. The thirty-eight participants who received the treatment were served as the treatment group， and the other thirty-two who received regular music teaching method were served as the control group. This study took place within twelve weeks. Both groups were given “Music Achievement Test” and “Music Learning Experience Questionnaire” as posttest. The data were analyzed by using the SPSS 10.1 statistical software package. The descriptive statistical analysis was used to compute means and standard deviation， and an independent samples t-test was employed to determine significant differences between two teaching methods.There were two conclusions to the study: 1. Students approve constructivist teaching instruction， and have desirable learning. 2. Cooperative learning strategy can promote atmosphere of the classroom， learning motivation and interpersonal intelligence. The recommendations derived from this study may serve as the references of pedagogical implications and future research.