基層鋼琴教師教學信念與教學行為探討

An Exploration of Elementary Piano Teachers' Teaching Beliefs and Teaching Behaviors

李錦雯(Chin-Wen Li)

《藝術教育研究》 19期 (2010/05) Pp. 149-181

摘要

本研究的目的是探討基層鋼琴教師的教師信念內涵以及教學信念與教學行為的關係。訪談、觀察、問卷為主要資料收集方式。研究結論如下：基層鋼琴教師的教學信念與行為是由教師、家長、學生共同建構的一個有核心且互動循環的系統，教學信念內涵包括教師的學習經驗、教學經驗、教學狀況、教學態度等層面；基層鋼琴教師的核心教學信念與行為是有耐性而且能因材施教的培養學生的興趣，教師信念與行為會相互回饋與修正；而教師的人格特質、學習經驗、專業能力和職業的實質利益需求，和家長期待與認知、學生的練習狀況與上課態度是影響核心信念能否落實於行為的重要因素；研究同時發現基層鋼琴教師有專業角色被壓抑與轉變，和對專業能力不足缺乏自覺的隱憂。

關鍵字

基層鋼琴教師 ； 教學行為 ； 教學信念

並列摘要

The purpose of this study is exploring elementary piano teachers' teaching beliefs and the relationship between teaching beliefs and behaviors. Interviewing, observation, and questionnaire are ways of collecting data. Conclusions are as follows. Elementary piano teachers' teaching beliefs and behaviors construct a dynamic and centered system, in which the teacher, parent and student interact. Learning experience, teaching experience, teaching situation, and teaching attitude are aspects of teaching beliefs. The centrum of teaching beliefs and behaviors is patiently cultivating students’ learning interest according to their ability. There are influential factors of putting teaching beliefs into practice: teacher's personality, learning experience, professional ability, practical demand of occupation, parent's expectation and perception, and student's learning situation and learning attitude. Concernment about elementary piano teaching are brought forward-depression and transition of elementary piano teachers' teaching roles and insufficiency of piano teachers' self-awareness of their professional deficiency.

並列關鍵字

elementary piano teacher ； teaching behaviors ； teaching beliefs

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