聽覺損傷兒童在線上音樂聽能訓練平台的表現－試探性研究

本研究目的在探討聽損兒童在線上音樂聽能訓練（music auditory training）平台的音樂聽知覺表現及其接受意願，以做為未來研究與應用的參考。音樂聽能訓練內容依據節奏和旋律兩音樂概念設計，包含節奏型與旋律型的聽辨（discrimination）和聽認（identification）。三名年齡介於6-9足歲的聽力損失兒童參與此研究，透過個案與內容分析方法探究參與者在本音樂聽能訓練之表現。研究結果發現，聽損個案在不具任何音樂聽能訓練經驗、或音樂學習背景之下，接觸以節奏與旋律的線上音樂聽能訓練後，對節奏型的聽辨優於旋律型；對上行與下行旋律的聽辨無明顯差異；無論在節奏與旋律兩方面，聽辨與聽認的表現未有明顯差異。本教材提供聽損兒童傳統聽能訓練所沒有的音樂聽能訓練、自主彈性的聽能訓練模式以及節省往返醫療院所與住家間的時間與精力；接受過本線上音樂聽能訓練後，參與者表示更喜愛聆聽音樂，和家長一致表達了日後繼續接受線上音樂聽能訓練的意願。本研究初步肯定線上音樂聽能訓練平台的應用成效，建議未來研究（1）納入更多聽損個案參與此音樂聽知覺教材練習的機會，除了使研究結果更具代表性外，同時亦使學術界更進一步了解聽損個案的音樂聽知覺能力；（2）比較聽損個案在網路平台與面對面，兩種不同聽能訓練形式的音樂聽知覺表現，分析其訓練與成本效益。

關鍵字

音樂聽知覺；聽能訓練；聽辨；聽認

並列摘要

The purpose of this study was to investigate the music perception performance of children with hearing loss on the online music auditory training and their willingness to accept such training. The results will provide information for further research and application in this field. This music auditory training was designed according to two musical concepts, rhythm and melody, and included the discrimination and identification of rhythmic and melodic patterns. Three children with hearing loss, aged between 6 and 9 years old, participated in this study. Content analysis was used to obtain the information related to subjects' performances on this music auditory training. Results indicated that subjects without any music auditory training experiences or musical learning background showed better performance in discriminating rhythmic patterns than in melodic patterns after receiving the online music auditory training. No difference was found between the upward and downward melodic pattern discrimination. Subjects' performances on discrimination and identification tasks revealed no difference in both rhythm and melody sections. For subjects with hearing loss, this online training provided them with a self-directed and flexible way of music auditory training which is not incorporated in the existing auditory training program and saved the time and energy from their home to the rehabilitation centers. The participants expressed that they liked to listen to music more after taking the online music auditory training. Both subjects and their parents are willing to receive online music auditory training in the future. The positive effect of the online music auditory training is preliminarily identified. Two suggestions were made: (1) Further research should incorporate more people with hearing loss into the online music auditory training to provide in depth understandings on their music perception and more representative results. (2) Subsequent research is suggested to compare the music perception performance, training and cost effects for people with hearing loss when receiving two different types of auditory training, online and face-to-face.