情境導向的創意音樂教學探索

The Exploration of Creative Context-Oriented Music Teaching

金信庸(Hsin-Yung Chin)

《課程與教學》 7卷1期 (2004/01) Pp. 47-64+180

https://doi.org/10.6384/CIQ.200401.0047

摘要

本研究旨在針對傳統音樂教學中所形成的僵化與制約反應，及忽略音樂中情感美的內涵現象，提出透過情境引導的創意教學方式。由於各種情境皆有不同的現象與情感狀態，教學時除可透過各種不同情境之引導，活化音樂教學，學習音樂知識與技能外，更能因情境中豐富的情感狀態培養音樂情感美的內涵，又因各種情境皆具不同之變化，更可提升學生學習的興趣與創造思考能力。全文分為四章，第一章「前言」部分主要說明在目前僵化的音樂教學現象中，大家雖企圖求新求變，但在講求創意、趣味化之同時，是否形成更好的教學效度，真正達成音樂全面性認知、技能、情意及音樂美的情感內涵便值得深思。第二章「情境化音樂教學之形成」，則就情境學習理論與方式予以說明，並就情境與音樂形成之關係或情境與音樂教學之關係加以闡述。第三章「情境化音樂教學之運用實例舉隅」中，分別就音樂教學的六大教學項目，提出情境化教學的理念與教學實例。第四章「結論與建議」，則將情境化音樂教學之基本理念與優點予以說明，作為結論；並將情境化音樂教學進行之原則做ㄧ建議。

關鍵字

音樂 ； 音樂教學 ； 創意教學 ； 情境化 ； 情境化音樂教學

並列摘要

The purpose of this study was to illustrate a creative context-oriented music teaching, which compensates the ossification and omission of aesthetic experience in traditional music teaching. Because different teaching contexts emerge various phenomena and affective statuses, music teaching not only can be activated and provides musical knowledge and skills with appropriate guidance in diverse contexts, but also, the aesthetic experience and creativity will be enhanced via the enrich affective statuses included in the context.The first chapter illuminates the ossification that traditional music teaching has and discusses the depths of skill and affective learning. The second chapter, the formation of context-oriented music teaching, explains the theory and provides possible approaches. The third chapter provides the goals and exemplifies the context-oriented music teaching with six main items in music teaching. The fourth chapter consists of conclusion and suggestion, which clarifies the advantages that context-oriented music teaching brings and provides suggestions while manipulating.

並列關鍵字

Music teaching ； Creative teaching ； Contextualization Contextualized music teaching

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