臺灣北部地區中小學歌唱教學評量實施狀況之調查研究

本研究之目的爲探討臺北市、臺北縣、基隆市的國民小學、國民中學、高級中學音樂教師，進行音樂課堂歌唱教學評量的情形。研究工具係採用研究者自編之「音樂教師歌唱教學評量實施現況之調查問卷」，共寄發660份問卷，回收540份問卷，回收率爲81.8%。研究結果如下(1)音樂教師較重視歌唱情意與技能之教學目標；(2)音樂教師較重視教學後的總結性評量，與教學中的診斷性、形成性評量；(3)音樂教師在歌唱教學評量時，會納入相當多元的項目，較常涵蓋的項目有節奏與曲調正確度、歌詞意涵、相互聆聽及熟練度等項目內容；(4)音樂教師傾向採用較單一的評量方式，最常使用的方法有獨唱評量、教師評量、實作評量、分數形式工具及整體表現計分等。

關鍵字

多元評量；歌唱教學；歌唱教學評量；歌唱評量

並列摘要

The purpose of this study was to investigate the status of assessment in the process of teaching singing at the school music programs. The survey method was utilized in this study. The instrument, ”The Survey of Practice Status of Assessment for Teaching Singing at School Music Programs,” was developed by the investigator. The target population consisted of music teachers who taught at the public elementary, middle, and high schools in Taipei City, Taipei County, and Keelung City. A total of 660 teachers were selected to fill the questionnaires. 540 effective questionnaires were obtained. The return rate was 81.8 %. The major results of the survey were as follows: 1. The teachers' views of educational objectives for teaching singing were more inclined toward affective and psychomotor domains. 2. The teachers' views of assessing purposes were inclined toward summative, diagnostic, and formative evaluations. 3. The teachers often included various contents, such as melodic and rhythmic accuracy, lyric meaning, listening to each others, and familiarity while assessing their students' singing. 4. The teachers tended to use more singular ways to evaluate their students' singing, including individual solo test, teacher evaluation, performance-based assessment, global approach, and number point reporting.