本研究透過文獻資料的蒐集探討、教學實證、教學成效測驗、問卷調查以及研究觀察的結果進行分析,針對音樂科網路學習社群的實施與否對學生學習成效的比較進行實證探究,檢視音樂科網路學習社群在中學實施的情形,評估其可行性,進而發現問題,提出建議,作為未來教師研發線上教材與改進教學模式,促進教學效率與提昇音樂科網路學習社群實質效益的重要參考 。 研究目的有四:一、藉由文獻資料的探討分析,瞭解網際網路學習社群於教育上的學理基礎,作為設計建構音樂科網際網路學習社群之依據。二、根據相關理論,研擬可行有效且具整合性,適用於音樂科網路學習社群使用的線上課程教材,作為教師未來研發線上教材的依據。三、透過教學實證,檢視課後實施與未實施音樂科網路學習社群在學習成效上的差異。四、根據研究結果,檢視一般中學音樂科實施網路學習社群之可行性並提供一套適宜國中音樂科網路學習社群之藝術與人文領域教學案例。 本研究之研究結果驗證了「網路學習社群」的學習成效,也確立了在國中音樂科實施的可行性。以下為具體的發現與結論: 一、學生電腦網路的基本素養與電腦相關設備需作為課後實施「音樂科網 路學習社群」的優先考量因素。 二、教師規劃設計與建構線上課程教材時須根據網路教學設計的模式,同 時考量網路學習社群的特性。 三、模組式教材可作為「音樂科網路學習社群」之線上教材模式之依據, 驗證了非資訊專業的音樂教育工作者,自行製作網路線上課程教材的 可行性。 四、「音樂科網路學習社群」之教師介面機制,確實能讓教師能有效掌握 與管理教學資訊。 五、「音樂科網路學習社群」的實施受到大多數參與學生的肯定與喜愛。 六、運用「音樂科網路學習社群」課後自學,確實能夠提昇音樂科教學成 效。 七、實施「音樂科網路學習社群」課後自學方式確實能增進學生電腦網路 素養與能力,達成九年一貫新課程提倡資訊融入學科教學之目標。 八、「學生使用紀錄」只適合教師作為瞭解學生學習歷程的參考,不宜作 為評鑑個人學習態度與學習成效的依據。 九、「布蘭詩歌與中世紀的邂逅」教學設計是適宜國中藝術與人文領域音 樂科網路學習社群之教學案例。 十、「音樂科網路學習社群」的學習機制,突破傳統學習的限制,確實能 達到高度的學習效益,實施「音樂科網路學習社群」極具可行性。
The research, focusing on the implementation of web-based community in music class for junior high school, is to investigate learning performance through the methodology of literature review, practical teaching, teaching evaluation, questionnaire survey, and observation analysis. Furthermore, the researcher also provides some suggestions as a reference for the junior high school music teachers in on-line curriculum design. The purposes of this study are as follows: (1) to understand the web-based community ‘s fundamental theory, (2) to construct a curriculum for web-based community music teaching environment, (3) to evaluate the learning performance of web-based community in music teaching, (4) to provide a case study for web-based community in music education. According to empirical results, the web-based community in music class for junior high school has shown a positive effect on students learning performance. The findings and conclusions are as follows: 1.Students’ learning performance is related to their computer skills. 2. Teachers are subject to the characteristics of web-based community when designing curriculum. 3.Module curriculum is suggested as the basic model for web- based community. 4.Teachers can manage the web-based community better and more easily through the function of “Teachers Interface”. 5.The implementation of web-based community has received good responses from the majority of students. 6.Using web-based community in exercise after class has improved students’ music learning performance. 7.Using web-based community in after-class self-study activity has improved students’ computer abilities and skills. 8.”Students Usage Profile” can be used as a reference for teachers to understand students’ learning situation, but can’t be used in scoring. 9.“When Carmina Burana Encounters The Middle Age” is an appropriate teaching plan and can be used for web-based community in music class for junior high school. 10.Web-based community, contrast to traditional teaching system, has reached higher learning performance.