資訊教育議題融入國小藝術領域音樂節奏教學之研究

The Study of Incorporating the Issue of Information Education into the Rhythmic Teaching of the Arts Domain in the Elementary School

何育真(HO, Yu-Chen)

《關渡音樂學刊》 33期 (2021/02) Pp. 25-65

摘要

核心素養為十二年國教課程發展之主軸，議題強化跨越學科本位的限制，以及學習與生活的結合，重視實踐力行的能力展現，讓學生可以面對未來挑戰，而議題融入課程，賦予領域所習得知識有應用之機會，可有效強化核心素養的養成。本研究旨在應用程式語言軟體Scratch於國小之音樂節奏教學，以瞭解學生於音樂課程中之學習歷程與學習成效，並提供未來藝術領域音樂教學欲融入資訊教育議題之參考或運用。研究目的為：一、瞭解Scratch軟體融入國小五年級音樂節奏教學歷程中，社群教師共備觀議課狀況以及學生之參與情形；二、瞭解Scratch軟體融入國小五年級音樂節奏教學歷程中，學生對於時值（Duration）、拍子（Beat）、節拍（Meter）等音樂元素概念的認知表達情形以及學習成效。研究結果為：一、社群教師共備觀議課以「多學科間的統整」（Integrity between or among Disciplines）模式進行協同教學，藉以提升學生於音樂課程中學習節奏的動機；二、Scratch融入音樂節奏教學，促使學生與教師、同學可做線上的交流與互動；進而能以音樂元素為設計基礎，運用Scratch製作動態圖像（motion graphics）；三、學生於節奏能力測驗中，時值（t= -12.226，p ＜ .05）、拍子（t= -11.222，p ＜ .05）、節拍（t= -7.340，p ＜ .05）的後測成績皆顯著高於前測，顯示資訊融入音樂節奏教學相當具有學習成效。

關鍵字

12年國教 ； 資訊教育 ； 議題融入課程 ； Scratch ； 藝術領域 ； 節奏教學

並列摘要

Currently the main parts of the 12-year basic education curriculum are core competencies. For a more enriching experiencing, issues could cross the restrictions of subject-centered curriculumand prompt students to learn new things to combine with life experiences and learning. Besides, the point ofincorporating issues into curriculum is to ensure that students have the ability to face future challenges. Integrating issues into curriculum allows the opportunity to apply the knowledge of that domain to be applied towards real life and effectively strengthens the formation of core competencies. The intent of this study was to apply Scratchintorhythmic teaching in the arts domain at the elementary school level in order to understand the learning processes and learning outcomes. The learning result from twelve students was the case study which provided a reference to encourage music teachers to put into practice the mode of ＂Incorporating issues into Curriculum.＂ Using the fifth graders as test subjects, the goals of the study were to: (1) understand the conditions surroundingstudents' participation,teachers' collaborative lesson preparation, classroom observations, and post-observation debriefings; and (2) understand theconditions of students' learning effects regarding duration, beat and meter. The conclusions of this study included: (1) taking the mode of ＂Integrity between or among Disciplines＂ to proceed Team Teaching could enhance the motivation of students' learning strategies for rhythm; based on the duration, beat and meter, students could use Scratch to make various motion graphics; (2) comparing thepretest and posttest,students' learning effects regarding duration, beat and meterhad achieved distinct effect.

並列關鍵字

12-Year Basic Education ； Information Education ； Incorporating Issues into Curriculum ； Scratch ； Arts Domain ； Rhythmic Teaching

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