敘事融入音樂教學對學生自我認同與課程滿意度之研究-以桃園市為例

The Integration of Narratives into the Music Teaching on the Students’ Self Identification and Lesson Satisfaction -Using Taoyuan City as an Example

王淳驥(Chun-Chi Wang)

指導教授 ： 杜淑芬

中原大學/人文與教育學院/教育研究所/碩士(2016年)

https://doi.org/10.6840/cycu201600938

摘要

本研究旨在探討運用敘事融入教學對國中學生自我認同的影響與其課程滿意度。本研究採準實驗設計，探究學生於敘事教學法與傳統教學法教學前後的自我認同差異，並瞭解學生對兩種教學的課程滿意程度。本研究以桃園市某公立國民中學120名學生為研究對象，每組各60名。研究工具為陳坤虎教授編製之「自我認同量表」與自編之「課程回饋問卷」，並收集學生在敘事教學工作單的敘事表達資料。資料分析：以共變數分析以進行自我認同前後測的差異檢定，而以平均數差異檢定進行課程滿意度分析，此外針對質性資料進行內容分析。研究結果發現：（1）敘事教學與傳統教學法對於學生之自我認同並沒有顯著的差異;（2）學生對於敘事教學法的課程滿意程度顯著高於傳統教學法，在促進成長向度的平均數差異最大。最後，本研究針對敘事教學的實務應用與未來進一步研究提出討論與建議。

關鍵字

自我認同 ； 音樂教學 ； 敘事教學 ； 課程滿意度

並列摘要

This study aimed to explore the impacts of adopting narrative teaching in music to the self-identification and lesson satisfaction for junior high school students. The quasi-experimental research design was used, with one group as narrative teaching method and the other as traditional teaching method. A total of 120 students participated in this research, each group contained 60 students. The measures were K. H. Chen’s ”Self-identification Scale” and self-designed “Class Feedbacks Questionnaire”. In addition, the students’ narrative writing in the worksheet of each narrative teaching lessons were collected. Data analysis: Covariance analysis was adopted to test the pre- and post- difference in the self-identification of two groups’collected. A t-test was performed to examine mean difference of the lesson satisfaction. And, a content analysis was used in qualitative analysis. The results indicated: a) no significant difference in the students’ self identification was found between narrative teaching and traditional teaching methods; b) the lesson satisfaction of narrative teaching method was significantly higher than traditional teaching, particularly in the area of promoting self-growth. At last, the discussions and suggestions were provided with regard to the application of narrative teaching in music and the future research.

並列關鍵字

Self-identification ； Music Teaching ； Narrative Teaching ； Lesson Satisfaction

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