國中直笛合奏團組訓參賽之現況調查研究

Research on the Training and Contest of Recorder Ensemble in the Junior High School

沈敬惠

指導教授 ： 盧昭洋

國立臺灣師範大學/藝術學院/音樂學系在職進修碩士班/碩士(2002年)

摘要

本研究旨在探討國中直笛合奏團指導教師在組訓參賽上的實施現況與工作
壓力之情形。本研究採問卷調查法，以自編「國中直笛合奏團組訓參賽之現況調
查研究」之問卷為研究工具，針對九十一學年度「全國學生音樂比賽」中，國中
組直笛合奏參賽學校之校內指導教師實施調查研究。問卷回收整理後，將有效問
卷153 份以SPSS 10.0 進行統計分析。經描述性統計（次數分配法、平均數、標
準差）、獨立樣本單因子變異數分析（One-way Anova）、薛費法事後比較考驗
（Scheffe Method）統計分析後，歸納出下列結論：
一、學校規模為40 班以下的國中直笛合奏團，其指導教師的工作負荷顯著高於
41 班以上的國中直笛合奏團。
二、不同學校地區的國中直笛合奏團，城市學校（含省、縣轄市），其校方對直
笛合奏團參賽成績的期望顯著高於鄉鎮學校。
三、任教年資為11~20 年的國中直笛合奏團指導教師，對直笛合奏教育目標的
認同度顯著高於任教年資為10 年以下者。
四、任教年資為21 年以上的國中直笛合奏團指導教師，其學校、指導教師、導
師、家長對直笛合奏團的獎勵與支持，顯著高於任教年資為10 年以下與
11~20 年者。
五、現階段國中直笛合奏團指導教師高度認同「直笛合奏教育目標」與「校際
音樂比賽的教育功能」。對於「直笛合奏技術指導」、「教學現況」、「學生學
習狀況」、「組織運作」、「團員組成」方面的認同度均達中上程度，認同度最
低的為「鼓勵與支持」方面。
六、現階段國中直笛合奏團指導教師認同「教師期望」、「教師工作負荷」、「時
間壓力」、「比賽曲目」為組訓參賽最主要的工作壓力來源。
七、九十一學年度優等與非優等參賽成績的國中直笛合奏團比較分析之討論：
（一）優等隊在過半數團員學過他項樂器的經驗背景上，遠多於非優等隊。
（二）優等隊在組訓參賽期間，每週6 節以上的直笛合奏課程需求；以及在
非音樂比賽組訓期間，每週3 節以上的直笛合奏課程需求較非優等隊
來的多。
（三）優等隊在團長與副團長的職務設立、團員聯誼、學生負責團務的組織
運作上，皆優於非優等隊。
（四）優等隊在具有直笛合奏團優良成績傳統的比例、校內外音樂活動、直笛
合奏樂曲經驗上，皆多於非優等隊。
（五）優等隊對團員遴選的認同感高於非優等隊。
（六）優等隊減課與鐘點費支付的實施情況多於非優等隊。
（七）優等隊指導教師在直笛合奏團組訓參賽工作上，較易感到成就感。
（八）非優等隊已有“過度練習比賽曲目、抹煞學生的音樂興趣”之負向反應
出現。
根據研究結果，本研究除對教育行政單位、國中直笛合奏團指導教師提出若
干建議，俾作為未來規劃音樂比賽及學校直笛合奏團組訓參賽之參考外，並對未
來研究者提供後續研究之建議。

關鍵字

直笛 ； 直笛合奏 ； 組訓 ； 參賽

並列摘要

This study aims to discuss the training and contests of recorder ensemble in the
junior high school as well as the work stress of the recorder ensemble teachers. The
self-compiled questionnaires of “Research on the Training and Contests of recorder
ensemble in the Junior High School” were distributed to the recorder ensemble
teachers at junior high schools who are in charge of the 2002 “National Music Contest
for Students.” After collecting and sorting, the researcher ran SPSS 10.0 for the 153
effective questionnaires. Through Descriptive Statistics (frequency distribution
method, arithmetic mean, and standard deviation), One-way Anova, and Scheffe
Method, we conclude the findings as follows:
I. The recorder ensemble teachers in the junior high schools with the class
number under than 40 undertake more responsibilities than those working for
schools with the class number more than 41 do.
II. The junior high schools located in urban areas tend to expect higher
performance in contests than those in rural areas do.
III. The recorder ensemble teachers with 11-20 year long working experience
identify themselves more with the flute groups than those with working
experience less than 10 years do.
IV. The schools, peer recorder ensemble teachers, class teachers, and parents of
students tend to give more support and encouragement for those with more
than 21-year long teaching experience than those who work less than 10 and
between 11-20 years.
V. The recorder ensemble teachers in junior high schools highly recognize “the
educational purpose of recorder ensemble ” and “the educational function of
inter-school music contests.” The levels of recognition on “skill instruction,”
“teaching,” “learning,” “organizational operation,” and “recruitment of
members” have reached middle to high; “encouragement and support” has the
lowest level of recognition.
VI. The recorder ensemble teachers in junior high schools identify “teachers’
expectation,” “teacher’s workload,” “time pressure,” and “contest songs and
themes” as the sources of stress.
VII. The discussion on the comparison of the 2002 excellence award winning and
non award winning recorder ensemble of junior high schools:
1. The award-winning group has more than half members who have learnt other
instrument and they are more experienced in music instrument learning than
others.
2. The award winning group required six classes of practice time per week
during the preparation period and more than three classes of practice during
normal time. Apparently, they spend more time on practice than others.
3. The award winning group has done a better job on the choosing of leader and
deputy leader, group activities, organizational operation, and so on.
4. The award-winning group tends to be more experienced and frequent winners
of music contests.
5. The award-winning group has higher sense of identification with the group
than others.
6. The award-winning group offers better compensation of the reduction of
hours and increasing payment.
7. The recorder ensemble teacher of the award-winning group has higher sense
of achievement.
8. The members of other recorder ensemble showed negative response to “over
practice and the deprival of students’ interest in music.
The research findings does not only serve as the reference for educational
administration and teachers of recorder ensemble in the regard of music contest
planning, preparation, and participation, but also provide suggestion for relevant
studies in the future.

並列關鍵字

recorder ； recorder ensemble ； training ； contest

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