一位公立幼兒園教師實施音樂教學特色及成效之探究

本研究旨在探討一位幼兒園教師實施音樂教學之特色及其成效。研究者針對個案以觀察、訪談、照片及文件等多元資料蒐集，再運用三角交叉檢測探究個案教師音樂教學活動之特色、幼兒參與音樂活動的態度及幼兒從中所增長的能力。依據研究發現，提出以下結論：一、個案教師將音樂課程融入主題教學，規劃出多元、具彈性的音樂活動；二、音樂教學內容涵蓋了戲劇、遊戲、體能、舞蹈、認知等音樂性活動；三、音樂活動涵蓋「認知」、「情意」及「技能」等三種音樂教學範疇；四、幼兒從中增長音樂性、節拍掌握及音樂賞析等能力；五、幼兒對音樂活動有高度的期待，並樂於參與。此外，本研究亦發現，個案教師充分展現音樂教學能力，幼兒從排斥音樂活動逐漸轉變為期待，主動且樂於參與活動。最後，研究者並針對教育單位、幼兒園教師及後續研究方向提出建議，做為未來研究議題參考之依據。

關鍵字

幼兒；幼教師；音樂教學

並列摘要

The study aimed to disclose a public kindergarten teacher's characteristics of music teaching, as well as children's music learning experience. Relevant data was collected through classroom observations, interviews, photos, and the gathering of documents. The method of triangulation was applied to analyze the features of this teacher's music teaching and the process of young children’s participation in musical activities. The findings of this study are briefly summed up as following: (1) this teacher integrated music class into the theme-project curricula, the music learning activities were multiple and flexible; (2) the course content included the activities of music drama, games, fitness, dance, and music cognition; (3) this teacher integrated ”cognitive”, ”affective”, and ”psychomotor” as the three major dimensions in her teaching curricula of music; (4) this teacher cultivated children's sense of music, rhythm and music appreciation; (5) children demonstrated high expectation and participation in music class.Furthermore, the teaching aptitude of this teacher could be observed from children's positive attitudes towards participating in musical learning. Children attitudes changed from refusing to take part in musical class, to having high expectations of the class. In this article, the researcher also provided some recommendations to educational institutions, kindergarten teachers, as well as a direction for future research.