特殊學校視覺障礙學生音樂點字認識之研究

本研究旨在了解目前就讀特殊學校小五至高三之視覺障礙學生在音樂點字的認識程度、學習上的情況及其相關之看法。本研究採用問卷調查法中普查法，以台北啟明、台中啟明、台中惠明三所盲校及高雄楠梓特殊學校中使用點字系統為主要學習工具之視覺障礙學生為研究對象。問卷回收資料採用SPSS23.0forwindows的統計套裝軟體進行資料建檔及分析，依據研究結果獲致以下結論；一、台北啟明與台中啟明學校學生於音樂點字的認識情況由高至低依序為音符式、點字樂譜的基本規則、新國際點字音樂記譜法；台中惠明與高雄楠梓特殊學校學生於音樂點字的認識情況由高至低依序為音符式、新國際點字音樂記譜法、點字樂譜的基本規則。二、不同特殊學校、使用點字年資、音樂學習年資與音樂點字認識存在顯著差異。不同就讀學校、性別、年級、父親教育程度、家庭月收入、音樂學習年資視障學生與音樂點字的學習動機存在顯著差異。三、視障學生音樂點字的認識與學習動機不存在顯著相關關係。四、視障學生學習音樂點字的動機由高到底排序前五名依序為：1.為自我充實、2.為個人興趣、3.為一技之長、4.為未來工作需要、5.因希望從事音樂工作。

This study aims to understand the degree of understanding, learning and related views of braillemusic code for visually impaired students in special schools from Primary 5 to High 3.This studyuses the census method in the questionnaire survey method,for the visually impaired students whouse the Braille system as the main learning tool in the Taipei Qiming, Taichung Qiming, TaichungHuiming School and the Kaohsiung Nanzhao Special School. The questionnaire recovery data wasanalyzed and analyzed by SPSS 23.0 for Windows statistical software, and the following conclusionswere obtained based on the research results:1. The students' understanding of braille music code in Taipei Qiming and Taichung QimingSchool are from high to low is Note,Basic rules for Braille,and Sound program. The studentsin Taichung Huiming and Kaohsiung Nanxun Special School have a basic understanding ofthe musical characters, from high to low, which are Note, Sound program ,and Basic rules forBraille.2. There are significant differences in Musical word recognition of different special schools, theuse of dot-words, music learning years and musicThere are significant differences in themotivations of different schools, genders, grades, father education, family monthly income,and music learning years for visually impaired students and music.3. There is no significant correlation between the knowledge of visually impaired students andthe motivation of learning.4. The motivation of visually impaired students to learn music words is ranked by the top fivein order: (1). for self-enrichment, (2). for personal interest,(3). for a skill, (4). for future workneeds,(5). for wanting to engage in music jobs.