- 學位論文
融合生態議題之國小音樂跨領域美感教學研究
A study on the interdisciplinary aesthetic curriculum by integrating music education and ecological issues in elementary school.
摘要
「美」，是人生活不可或缺的元素之一，除了欣賞美、體驗美，更要實踐美，因此教授「美」是每位教師應有的責任。而「美」更存在於日常生活中，因此必須將「美」與生活結合。 本研究為融合生態議題之國小音樂跨領域美感教學研究。以邱敏芳、張超倫、邱鈺鈞（2017）提出的五種美感教育學習方法，「覺察、探索、感受、判斷、實踐」設計課程。研究者以臺南市某國民小學六年級某班學生為研究對象，為期十三週之教學。藉由翰林版六年級之社會第七冊第一單元 － 臺灣的自然資源與物產作為課程開端，學生理解課文中所提到的臺灣資源及運用，再藉由電影《看見臺灣》，使學生理解臺灣資源的不當利用所造成影響。並從中挑選「垃圾減量」為主題，進行歌曲改編之歌詞創作。同時，結合音樂領域課程，透過認識生態音樂作品及生態音樂家，使學生理解音樂與生態間的關係，並學會欣賞、分析聲音素材。最後再結合資訊課程，教授學生運用軟體Mixcraft 6，將大自然音檔與學生改編歌詞之音檔，編輯成一首作品。 本課程能夠與生活情境結合，並提升學生學習動機及成效。在知識方面，能夠提升學生的環境知能以及音樂知能。在情意方面，能提高學生對於身處環境的關注，並進而付諸行動，達到十二年國民教育課綱中的社會參與。在技能方面，能學會音樂軟體操作，也增加學生音樂創作的機會，達到十二年國民教育課綱中的溝通互動。
並列摘要
Aesthetics, as an indispensable element in human life, should be appreciated, experienced, and put to practice. Therefore, it is imperative for every teacher to incorporate aesthetics education into their teaching. As aesthetics can be found in daily lives, it should also be deeply embedded in human life. A study on the interdisciplinary aesthetic curriculum by integrating music education and ecological issues in elementary school. Based on the five learning methods of aesthetics proposed by Qiu, Zhang, and Qiu (2017)—sensing, exploring, feeling, judging, and practicing—the study was conducted on subjects from a class of six-grade students in an elementary school in Tainan City in a period of 13 weeks. Using Unit One (Taiwan’s resources and products), Book Seven of the social science textbook published by Han Lin Publishing for six-graders, the subjects first learned about Taiwan’s resources and their use from the textbook before watching the movie Beyond Beauty—Taiwan from Above to understand the impact of resource mismanagement in Taiwan. The students went on to select the theme of “waste reduction” to adapt existing songs by composing new lyrics. At the same time, music education was introduced for the students to learn about ecological music and musicians and the relationship between ecology and music. They also learned to appreciate and analyze music materials. Last but not least, computer science was also integrated into the program with the students being taught how to use the software Mixcraft 6 to create a piece of music that combined natural sounds and the song with the adapted lyrics from the students. The program served to embed learning in real-world contexts to enhance learners’ learning motivation and outcomes. In terms of knowledge acquisition, the students were able to enhance their environmental and music competence. In terms of affective learning, the students learned how to show concern for their surrounding environments, take action to solve problems, and ultimately embody the spirit of social participation in the Master Framework for the 12-year Basic Education Curriculum Guidelines. As for skills acquisition, the students learned to use music software to have more opportunities to compose music and foster the ability of communication and interaction put forth in the Curriculum Guidelines.