本研究旨在運用多媒體策略於國中七年級學生認譜學習,探求其於節奏認譜、曲調認譜、及樂譜記號認譜之改變情形,並就不同性別、有無樂器學習經驗、有無音樂社團經驗等進行差異分析。研究者採用準實驗設計,便利取樣所任教之北縣某國中七年級學生兩個班級為對象,以多媒體策略融入於音樂認譜教學之八堂各廿分鐘課程,透過自編「認譜能力成就測驗」前後測及「音樂學習背景調查表」蒐集研究資料,並以Excel及SPSS12.0統計軟體建檔及以成對樣本 t 檢定、次數分配與百分比、卡方值、成對樣本 t 檢定、效果值等進行統計分析。以下提出研究結論: 壹、運用多媒體策略於國中七年級學生認譜學習於節奏、曲調、樂譜記號認譜能力均有提升 綜合前述有關運用多媒體策略於國中學生之認譜學習分析,得知實驗組於前測及後測表現具有顯著差異,學生於認譜能力成就測驗之節奏、曲調、樂譜記號等各面向認譜,後測均顯著高於前測;而控制組在節奏認譜後測略高於前測,但未具顯著性,曲調認譜後測顯著高於前測,樂譜記號認譜則前測與後測之差異未達顯著,其學習情形之改變較未如實驗組來得顯著。 貳、運用多媒體策略於國中七年級學生認譜學習不因性別、有無樂器學習經驗、有無音樂社團經驗而有差異。 綜合前述有關性別、有無樂器學習經驗、有無音樂社團經驗對運用多媒體策略於國中學生認譜學習之差異分析,發現兩組之背景變項分布本身未具差異,前測結果於兩組表現具有同質性,實驗組於曲調認譜後測表現具有性別差異,控制組於樂譜記號認譜後測表現具有樂器學習經驗有無之差異,實驗組於樂譜記號認譜後測表現則具有音樂社團經驗有無之差異,其他則無達顯著之差異情形。
This study attempted to explore the application of multimedia strategies to the learning of music reading of seventh graders, including the rhythmic, melodic, and symbolic reading contents. The differences to gender, the experiences of musical instrumental playing, and the participation of musical clubs would also be discussed. A quasi-experimental nonequivalent pretest-posttest control group design was employed. Two pre-existing seventh grade classes, with 30-34 students in each class, from a school in Taipei County participated. One class was taught by the teaching method which integrated multimedia with music reading lessons, which totally eight lessons and were twenty minutes per lesson, and the other class was taught by the traditional teaching method. The researcher constructed the “Music Reading Achievement Test” and “ Inventory of Musical Learning Background” to gather data and paired t-test, frequency, chi-square, independent t-test, and effect size were used for analyses. Conclusions were as follows: First, application of multimedia strategies into music reading lessons had significant effectiveness of the abilities of rhythmic, melodic, and musical symbolic reading. Second, application of multimedia strategies into music reading lessons did not have differences in gender, experiences of musical instrument playing, and the participation of musical clubs. According to the aforementioned research results, the researcher proposed suggestions to music teaching to the junior high school students and further recommendations relating to future studies.