臺北市國小高年級學生表演藝術課程與活動實施情形之研究

A Study on the Implementation of Performing Arts Curriculum and Activities on the 5th and 6th Grade Students in Taipei City

簡婉如(Wan-Ju Chien)

指導教授 ： 閻自安

國立臺北藝術大學/文化資源學院學術論文/藝術與人文教育研究所/碩士(2014年)

https://doi.org/10.6835/TNUA.2014.00076

摘要

本研究主要目的在瞭解臺北市國小高年級學生在表演藝術課程與活動實施現況，並探討不同背景學生在表演藝術表現情形的差異性。本研究採問卷調查法，研究者以自編的「臺北市國小高年級學生表演藝術課程與活動調查問卷」為工具，以臺北市國小高年級學生為研究對象，依據地理位置將臺北市12行政區分為四大區，並依學校規模分層隨機抽樣12所學校，共24個班級進行問卷調查，回收有效樣本539份，有效回收率為94.73％。問卷回收資料以描述性統計、獨立樣本t檢定、複選題分析等統計方法進行分析，探究各變項之間的關係。研究結論如下：
一、問卷分析結果顯示臺北市國小校內沒有表演藝術課程達九成五。
二、課程中有融入表演藝術比沒有融入表演藝術，學生的表演藝術表現較佳。
三、在表演藝術表現情形中，學生「情意向度」表現最佳，其次是「動作技能向度」，「認知向度」表現最差。
四、學生有觀賞表演藝術活動經驗，表演藝術的表現較佳。
五、學生有參加表演藝術社團，表演藝術的表現較佳。
六、學生有參加表演藝術演出或比賽，表演藝術的表現較佳。

關鍵字

表演藝術課程 ； 表演藝術評量 ； 表演藝術活動

並列摘要

The purpose of this study is to understand the implementation of performing arts curriculum and activities on the 5th and 6th Grade students in Taipei City and to investigate the differences among students of different background in performing arts performance. This research adopted the questionnaire survey. The researcher used a custom-made questionnaire on performing arts curriculum and activities on the 5th and 6th Grade students in Taipei City as a research tool to examine 5th and 6th Grade students in Taipei City .The researcher divided the 12 administrative districts of Taipei City into 4 areas, did random sampling on 24 classes from 12 schools, recovering 539 valid samples for a recovery rate of 94.73%. All the data were analyzed by statistic methods, including descriptive statistics, the independent samples t-test, and multiple-choice analysis to investigate the relationships among the research variables.
The main findings of this study are as follows:
1.Up to 95% of the elementary schools in Taipei City don’t have performing arts curriculum.
2.Students who were taught performing arts in curriculum would perform better in performing arts performance than those who didn’t receive it.
3.In performing arts performance, students’ Psychomotor Domain scored the highest, followed by Affective Domain and then Cognitive Domain.
4.Students who had watched performing arts before would perform better in performing arts performance than those who hadn’t.
5.Students who had participated in performing arts clubs would perform better in performing arts performance than those who hadn’t.
6.Students who had participated in performing arts shows or competitions also performed better in performing arts performance than those who hadn’t.

並列關鍵字

performing arts curriculum ； performing arts activities

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