我國大學院校通識教育音樂鑑賞相關課程規劃研究

A Study on the Music Appreciation Curriculum Plan of General Education in Universities

趙怡如

指導教授 ： 姚世澤

國立臺灣師範大學/藝術學院/音樂學系/碩士(2004年)

摘要

本研究旨在探討大學通識教育音樂鑑賞課程規劃相關問題，針對現階段通識教育音樂鑑賞課程之規劃原則、教學設計、教材內容、教學實施、教學資源與教學評量等相關問題作一深入探究，並統整文獻分析與問卷和訪問調查結果，提出一套能符合通識教育理念與特性之音樂鑑賞課程規劃發展策略，作為未來音樂通識課程實施與研究之參考依據。
本研究根據研究結果發現，獲致以下結論：
壹、 課程規劃方面：課程規劃重視音樂本質與教學系統，並符合整合化、多元化、生活化、本土化、國際化等通識教育規劃原則，引導學生達到「審美創造」的音樂鑑賞層面，發展具學校特色的藝術通識課程，建構特有之校園藝術文化。
貳、 教學設計方面：教學設計前應應了解不同科系背景學生的音樂性向與學習需求，以及學生音樂鑑賞素養的先備能力，並參酌學生的意見與興趣，統整音樂其他藝術形式、文化、社會、生活休閒等不同學習內涵進行教學設計，並善用其他教師或學者專家的專長進行協同教學或舉辦課堂通識講座，提供學生多元廣博而整合之藝術學習內涵。
參、 教材內容方面：教材編選應考量學生需求、社會潮流、學校地區特色、生活應用等因素，掌握多元化原則，並加強教學單元間的聯繫，重視音樂教學的順序和系統。
肆、 教學實施方面：實施微型教學，重視師生互為主體的教學活動，善用社區藝術文化資源，兼顧「靜態」與「動態」的教學模式。
伍、 教學評量方面：教學評量應掌握多元化與生活化的原則，兼顧學生先備能力、學習歷程與學習成效評量。此外，評量內容應包含「美感認知與理解」、「美感判斷與創造」、「美感實踐與運用」三大部分，了解學生認知、情意、技能之整體表現。
陸、 學生應具備之音樂鑑賞基本素養：應培養學生達至「美感認知與理解」、「美感判斷與創造」、「美感實踐與運用」三大層面之鑑賞素養。
柒、 教師專業素養與認知方面：教師應深入了解通識教育的理念與意涵，作為學生終身音樂學習的引導者，並應致力於提升通識教育與音樂鑑賞教學相關學術研究的能力與風氣，檢視自我與學生科技運用與整合的能力，以及現代科技應具備的道德素養。
根據研究結果，對教育政策單位、學校通識教育課程規劃行政單位、任課教師與未來研究者提供若干建議，以作為政策、教學與研究之參考。

關鍵字

通識教育 ； 音樂鑑賞

並列摘要

Abstract

The purpose of the study is to investigate music appreciation curriculum of general education in universities. According to the planning principles, teaching designs, teaching materials, pedagogy, teaching resources and assessment of present music appreciation courses of general education. The study is made via questionnaires, interviews and literature discussing to bring up a strategy of music appreciation curriculum that conforms to the idea and character of general education. The study is presented to be the references for the researches devoted to general music courses.

The findings are provided below:
1. Course Planning: Before drawing up the courses, it is necessary to understand music aptitudes and learning requirements of students from different departments. Besides, we should also emphasize on the music essence and teaching system to reach an integrated, diverse, daily-used, local and international principle of general education. We should guide students to achieve the aesthetic creation level of music appreciation. Therefore, the distinguishing general art courses and culture of schools will be built.

2. Teaching Design: Teachers should know students’ abilities of music appreciation previously. In addition, it’s also important to understand students’ opinions and interests, then the learning styles of art, culture, society and living can be integrated to precede teaching design. Finally, team teaching and lecture courses can be held by means of the skills of other teachers and scholars. Thus, students can get diverse and integrated knowledge of art.

3. Teaching Materials: The contents of teaching materials should be based on students’ needs, social trends, campus, etc. It’s also important to diversify and to strengthen the connection among all units and to respect the order and system of music teaching.

4. Teaching Implement: Putting micro teaching method into practice and conducting teaching activities with self-identity are both significant. Art resources of communities are also helpful to static and dynamic teaching modes.

5. Assessment: The assessment should be diverse and can be applied in daily life. It must contain the ability before learning, learning process and effect evaluation. Besides, the assessment has to include the ability, judgment and practice of appreciation to understand students’ performance of cognition, emotion and skills.
6. The profession and perception of teachers: Teachers should know the concept and meaning of general education thoroughly and guide students to develop lifetime learning. In addition, teachers should devote themselves to the development of music appreciation and academic researches. Furthermore, the usage and integration of technology and morals should be provided.

Based on the result of the study, the research came to the recommendations for education administration and future researchers to be the references of policies, teaching and other studies.

參考文獻

石守謙（1996）。國內藝術通課程實施的現狀與通病。通識教育季刊，3-4，1-11。

吳方正（1996）。對大學藝術通識教育方向的一些思考。通識教育季刊，3-4，13-26。

林安梧（1999）。台灣文化治療：通識教育現象學引論。台北：黎明文化。

洪麗珠（1996）。通識教育藝術課程之理念與規劃－為理工大學而設計。通識教育季刊，3-4，27-41。

楊淑媚（1998）。師範院校音樂通識課程之整體成效調查評估。國科會專題研究計畫成果報告，編號NSC87-2411-H-152-001。