代間音樂互動融入服務學習專題課程於大學生對老人態度之影響

本研究旨在探討代間音樂互動融入服務學習專題課程對大學生在老人態度上之影響。本研究之代間音樂互動融入服務學習專題課程是由台北市某科技大學47位選修音樂通識課程的學生為研究對象，以行動研究之質性資料為主，輔以量化之單組前後測的研究設計，進行為期18週的課程。本研究之課程內容除了教授音樂基礎課程外，還安排研究對象至長者關懷協會探訪進行代間互動之服務學習、專題演講、數位創作工作坊、專題創作發表、期末評量與回饋等。專題作品的呈現為專題影片，由研究對象以小組合作方式完成，並於學期末在校內公開展示。研究結果顯示實施代間音樂互動融入服務學習專題課程能提升學生對老人的正向態度，發現長者的問題與需求，代間音樂互動亦能讓老人樂於人際關係與社會參與。本研究依據研究對象訪談結果，建議大學實施代間互動專題融入服務學習之課程，需要小組合作互動，並投入時間與精力，課前應導入有效的策略來增進學生合作溝通的能力與解決時間不足的問題。

The purpose of this study is to explore the impact of intergenerational musical interactions integrated into service-learning projects on university students’attitudes toward old people. This study was conducted under action research approaches, supplemented by one group pretest posttest research design at a university in Taipei, Taiwan. A total of 47 students participated in the study. The researchers arranged course content which includes basic music knowledge, intergenerational interaction service-learning activities, expert lectures, digital music creation workshops, project presentations, course evaluation and feedback over an 18-week course. The results of this study revealed that the intergenerational musical interaction integrated into service-learning course may enhance students’positive attitude toward old people and discover the problems and needs of old people. Intergenerational musical interactions can also make old people enjoy interpersonal relationships and social participation. Based on the interview results, this study recommends that universities implement intergenerational interactions into service-learning courses require group cooperation, and the investment of time and energy from students. Effective teaching strategies for better learning results could be enhancing students’cooperation ability and communication skill before project starts. In addition, the problem of insufficient time should be solved for better interactions.