多元智能融入國小音樂課程教學成效之研究

The Effectiveness of Integrating Multiple Intelligences into Music Curriculum for Elementary School Students

郭添財 ； 黃秀良

《教育學術彙刊》 7期 (2015/06) Pp. 30-70

https://doi.org/10.6434/BER.201506_(7).0002

摘要

本研究之主要目的在發展多元智能融入國小音樂課程之教學模式 ，並探討此教學模式對學生之音樂學習成就及多元智能之影響。本研究採「不等組前後測準實驗」設計，進行教學實驗，以台南市某國小64位六年級學生為樣本，包括：實驗組32人，控制組32人，進行為期10週的實驗教學。實驗組學生採「多元智能融入音樂課程之教學模式」進行教學，而控制組學生則依據教學指引採傳統音樂教學法，進行教學。兩組學生均於實驗之前、後實施音樂學習成就測驗及多元智能量表之施測。本研究之結論如下：1.多元智能融入音樂課程之教學模式，能有效提昇學生音樂學習成就。2.多元智能融入音樂課程之教學模式，能有效提昇學生的數學邏輯智能。3.實驗組學生能有效運用多元智能解決問題。4. 實驗組學生解決問題之步驟包括：界定問題、擬定計畫、執行計畫、並隨時監控與修正、及評鑑成效之後設認知歷程。

關鍵字

多元智能 ； 音樂課程 ； 教學成效

並列摘要

The purposes of this study were to develop a teaching model for integrating multiple-intelligences into music curriculum and explore it's effectiveness on students' learning in music achievement, music learning attitudes, music performence skills, including singing and flute performence skills, and growth of students' multiple-intelligences .An experiment with pretest-posttest nonequivalent-control-group design was conducted. The subjects were 64 sixth graders in two classes drawn from an elementary school in Tainan City. Thirty-two students in one class was assigned to the experimental group, while 32 students in the another class to the control group. The experimental group received the teaching model of ＂integrating multiple intelligences into music curriculum＂, while the control group received the ＂traditional music teaching＂. The ＂Music Achievement Test＂ (MAT) and the ＂Multiple Intelligences Scale＂ (MIS) w ere exacuted. The results were as follows: 1. While the pretest scores controlled, the experimental group outperformed the control group in postest scores of. MAT. 2. While the pretest scores controlled, the experimental group outperformed the control group in postest scores of some subscales in MIS, including the postest scores of mathematical and logical intelligence. 3. The experimental group effectively applied multiple-intelligences to solve the problems in learning process. 4. The experimental group effectively applied meta-cognitive stratigies in problem solving proccess, including defining the problem, planning, executing and monitoring, and evaluating.

並列關鍵字

integrating multiple intelligences into music curriculum ； music achievement ； music learning attitudes ； music performence skills