音型融入國小雙語直笛教學之行動研究

本研究旨在發展以戈登聽想理論為基礎，將音型融入雙語直笛之教學方案，聽想類型包含聆聽、安靜讀譜及演奏、回想及演奏、即興、寫譜和創作，音型包含節奏型及音高型，雙語包含課室英語及學科英語，欲從中探討學生音樂基本能力、直笛吹奏能力及課程參與度的改變情形，及研究者於教學中遇到的困境與解決方式。本研究方法為行動研究，研究時間為三個月，共十二堂課，每週一堂。研究對象為國小五年級二十七位學生。研究資料包含音樂基本能力測驗、直笛吹奏評量表及課程參與度問卷、教學省思日誌、協同教師觀察紀錄表及訪談紀錄表，藉由分析及統整，得到本研究之結論如下：一、音型融入雙語直笛教學，能提升在「節奏聽辨」、「音高聽辨」及「讀譜聽辨」音樂之聽想能力。二、音型融入雙語直笛教學，能大幅提升學生「運舌」之直笛基本吹奏技巧。三、雙語直笛教學之課程參與度，在「技能投入」及「表現投入」中表現較佳，在「情感投入」、「態度投入」及「參與互動投入」中表現較低。四、雙語直笛教學之課程參與度，性別在「中文教學較能專心」達顯著差異，英語能力在. 「英語教學能幫助學習」及「能聽懂英語指導與並作出回應」達顯著差異。五、雙語直笛教學必須以具體動作、實物或語言框架（sentence frame）進行輔助，促進學生的認知理解。六、雙語直笛教學時，應提供充足的語言理解時間，覆述重點指導語及問題。七、循序漸進及滾動式調整的教學設計，有助於提升學生直笛吹奏能力。

關鍵字

聽想；音型融入；雙語教學

並列摘要

The purpose of this study is to develop a bilingual recorder teaching project based on Gordon's theory by integrating tonal and rhythm patterns. Types of audiation include listening, reading, recalling, improvising while performing and writing. Classroom English and subject English are applied in this project. The study aimed to explore how this project changes students' ability of music, playing the recorder and course engagement along with researcher’s reflections and revisions. Research methodology adopts action research. The study lasts three months with 12 classes. Research participants are 27 fifth grader. The research data include the basic musical ability test, recorder assessment, the questionnaire of classroom engagement, researcher’s reflections, observer’s suggestions and students’ feedback. The results of this study are as follows: 1. This project can improve students’ audiation in "the discrimination of rhythm", "the discrimination of pitch" and "the discrimination of reading". 2. This project can greatly enhance students’ tonguing. 3. Students’ learning involvement presents better in "skill " and "performance ", and less in "emotional", "attitude" and "participation and interaction". 4. There is a significant difference of "learning thru Chinese would make me focus on the learning" between genders. Students with different English proficiency answer significantly different on the questions of "teaching in English can improve students’ learning " and "students can understand instructions and make response in English" 5. Specific demonstrations and sentence frames are necessary in bilingual teaching. 6. The instructor should provide sufficient time and repeat the questions for students to understand the language. 7. Teaching step by step will improve the students' ability to play the recorder.