- 學位論文
認知學徒制教學融入國中音樂創作課程之行動研究
Action Research on Integrating Cognitive Apprenticeship Teaching into Junior High School Music Composition Courses
若您是本文的作者，可授權文章由華藝線上圖書館中協助推廣。
摘要
本研究將認知學徒制教學法融入國中音樂創作教學，並參考陳昭儀的音樂創作五階段針對課程需求稍作調整運用於課程內容，透過在音樂創作過程中的策略性知識建構與後設認知發展以培養學生思考與表達能力。設計課程內容將知識可視化(例如音樂速度運用、歌曲的架構)，並在講解示範之後進行系統性的教導，循序漸進地構建知識，讓學生在課程鷹架中逐步學習並掌握創作技能。當學生逐步掌握創作技能後，再安排闡明與反思階段，透過與同儕或教師的互動，持續深化理解，進而引導學生進行進一步的創作探索。 課程內容順序安排為前導課程、整曲和弦建構、節奏鼓組加入、主旋律發想、自互評量，依循認知學徒制教學方法進行教學。在「前導課程與整曲和弦」階段，教師運用示範和指導，引導學生理解音樂三要素、段落分析及基礎軟體操作。在「節奏鼓組建立」階段，教師逐步轉變為對話者，學生能在鼓組配置中表達個人音樂風格並加強後設認知。通過鷹架教學法，教師循序引導學生構建和弦與作品的整體架構。在「主旋律發想」階段，學生通過教師指導及同儕交流，經歷闡明與反思的支持過程，逐步歸納旋律創作原則，延展創意思維。在評量階段，學生透過組內自評與組間互評展現策略知識能力，學生運用領域知識、啟發式策略和後設認知、學習策略，評估同儕作品的優勢與不足，並提供建設性建議，以展現音樂創作學習中的創作能力和思維成長。 研究結果顯示，運用認知學徒制的六種教學方法融入音樂創作教學，能幫助學生在學習過程中發展策略性知識，提升其獨立思考和音樂創作能力。也發現教學過程應該多增加學生互動與交流，運用表達、反思、探索教學法，促進學生表達力與思考力。研究者建議音樂創作課程可以運用Padlet科技軟體輔助教學，將老師的教學及示範影片放置於平台中能在鷹架階段依照學生需求隨時提供學習讓學生進行自學，提供學習支持幫助學生習得策略性思維與專家隱性知識。在音樂創作創造力的部分，從比較專家與自己的創作再進行調整，或是探索思考作品哪些地方可以進行改進或嘗試不同風格與變化。創作時鼓勵學生將個人情感與經驗融入音樂中，教學過程老師亦可將藝術、文學或生活經驗融入課程，激發學生的想像力與內在動力，幫助他們探索並展現個人的音樂風格與潛能。
並列摘要
This study integrates the cognitive apprenticeship teaching method into junior high school music composition instruction. It also adapts Chen Chao-Yi's five-stage music composition process to better fit the needs of the curriculum. Through the construction of strategic knowledge and the development of metacognition in the music composition process, this approach aims to cultivate students' thinking and expressive abilities. The course design focuses on visualizing knowledge (such as tempo usage and song structure) and follows a systematic instructional approach after demonstrations and explanations. By progressively building knowledge, students can gradually learn and master composition skills within a structured scaffolded learning environment. Once students have developed fundamental composition skills, the course introduces articulation and reflection phases, where interactions with peers and teachers help deepen their understanding and guide them toward further creative exploration. The course content follows a sequential structure, including preliminary lessons, chord progression construction, rhythmic drum arrangement, main melody development, and self-peer evaluation, adhering to the cognitive apprenticeship teaching methodology. In the preliminary lessons and chord progression construction stages, the teacher employs demonstration and guidance to help students understand the three core elements of music, sectional analysis, and basic software operations. In the rhythmic drum arrangement stage, the teacher gradually shifts into a facilitator role, allowing students to express their personal musical styles through drum arrangement while enhancing their metacognitive awareness. Through scaffolded instruction, students are progressively guided in constructing chords and the overall composition framework. In the main melody development stage, students engage in a teacher-guided and peer-exchange process, where they articulate and reflect on their work, gradually summarizing melodic composition principles and expanding their creative thinking. During the evaluation phase, students demonstrate their strategic knowledge abilities through self-assessment and peer review, applying domain-specific knowledge, heuristic strategies, metacognition, and learning strategies. By evaluating the strengths and weaknesses of their peers’ compositions and providing constructive feedback, students showcase their growth in creative thinking and composition ability. The results of this study indicate that incorporating the six instructional methods of cognitive apprenticeship into music composition teaching can help students develop strategic knowledge, enhance independent thinking, and improve their music composition skills. The findings also suggest that the teaching process should include more student interaction and exchange, utilizing articulation, reflection, and exploration techniques to further promote students' ability to express and think critically. It is recommended that Padlet be used as an educational technology tool to support teaching. By uploading instructional content and demonstration videos to the platform, teachers can provide scaffolded learning materials that students can access at any time, fostering self-directed learning and helping them acquire strategic thinking and expert tacit knowledge. In terms of fostering creativity in music composition, students can compare their own work with expert compositions, make modifications, or explore areas for improvement and experiment with different styles and variations. Students are encouraged to integrate personal emotions and experiences into their compositions, making their music more expressive and meaningful. Additionally, teachers can incorporate art, literature, or real-life experiences into the lessons to stimulate students’ imagination and intrinsic motivation, helping them explore and express their unique musical styles and creative potential.
參考文獻
111年國民中小學實施計畫說明（2022）「推動中小學數位學習精進方案」。https://pads.moe.edu.tw/pads_front/index.php
十二年國民基本教育課程綱要總綱（2021）。
十二年國教課程綱要-自然科學領域（2018）。
2023美感教育第三期計畫。https://www.edu.tw/News_Plan_Content.aspx?n=D33B55D537402BAA&sms=954974C68391B710&s=E2142AAB3D722F82
陳昭儀（2006）。傑出音樂家生涯歷程之研究。教育類-創造力特刊，51（2），29-50。