師範大學中等學程音樂師培生教學信念之研究

A Study on Teaching Beliefs of Secondary-Music Teacher Education Students in Normal Universities

林掌華(Chang-Hua Lin)

指導教授 ： 潘宇文

國立臺灣師範大學/藝術學院/音樂學系/碩士(2009年)

摘要

本研究之目的在於暸解師範大學中等學程音樂師培生在教學目標、課程內容、教學方法、教學評量與教室管理等五個層面之教學信念，並且比較不同性別、就讀學校、就讀年級，以及具有不同學校一般音樂課學習經驗之師範大學中等學程音樂師培生，在教學信念上的差異情形。
本研究採用「調查研究法」，以國立臺灣師範大學與國立高雄師範大學之中等學程音樂師培生為研究對象，研究者自編之「師範大學中等學程音樂師培生教學信念調查問卷」作為研究工具，透過普查方式進行調查，得到研究樣本共159人，扣除預試樣本16人，共寄發143份正式問卷，回收137份，問卷回收率達95.8%，再扣除一份無效問卷，共得有效問卷136份。
本研究之主要發現如下：
一、師範大學中等學程音樂師培生在教學目標與教學評量層面，最認同情意領域，其次為認知領域，再者為技能領域之教學信念。
二、師範大學中等學程音樂師培生較不認同以創作能力，作為中學音樂課的教學目標與教學評量項目之教學信念。
三、師範大學中等學程音樂師培生在課程內容與教學方法層面，皆認同學生中心之教學信念。
四、師範大學中等學程音樂師培生在教室管理層面，認同運用策略引導學生表現良好行為，以及與學生維持朋友般關係之教學信念。
五、就讀不同學校之師範大學中等學程音樂師培生，教學信念的差異情形最為顯著；不同學校一般音樂課學習經驗的師範大學中等學程音樂師培生，教學信念並無顯著差異。
最後並根據研究結果，對師資培育機構與未來研究提出建議，以作為師資培育參考之用。

關鍵字

教學信念 ； 中等學程 ； 音樂師培生

並列摘要

The purpose of this study was to investigate the subjects’ teaching beliefs, who were the students in secondary-music teacher education programs, in five aspects: teaching objectives, curriculum contents, teaching methods, classroom assessments, and classroom management. It also investigated the relationship between these five aspects of teaching beliefs and the subjects’ relative backgrounds.
The survey method was utilized in this study. The instrument was a self-designed questionnaire. The subjects were the students in secondary- music teacher education programs at National Taiwan Normal University and National Kaohsiung Normal University. Using the method of complete census, 159 samples were acquired. Excluding 16 test samples, 143 questionnaires were sent out and 137 copies were returned. The recover rate was 95.8 %. There were 136 effective questionnaires.
The major findings of this study were as the follows:
1. In the aspects of teaching objectives and classroom assessment, the subjects agreed mostly with the teaching beliefs in the affective domain, than the cognitive and psychomotor domains. The subjects had tendency to ignore the ability of creativity.
2. In the aspects of curriculum content and teaching methods, the subjects all agreed with the student-centered teaching belief.
3. In the aspect of classroom management, the subjects agreed with the teaching beliefs in utilizing strategies to bring out students’ good behaviors, and keeping friendly relationships with students.
4. There was significant difference of teaching beliefs between the subjects from two different normal universities. However, the different learning experiences in general music curriculum did not influence the subjects’ teaching beliefs.
According to the research results, the researcher made suggestions for the institution of teacher education program, and for future research.

並列關鍵字

teaching beliefs ； secondary teacher education program ； music teacher education students

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