藝術與人文音樂課程規劃與教材設計之評估研究

A Study of Music Curriculum Plan and Material Design in Arts and Humanities

黃靜芳(Ching-Fang Huang)

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

摘要

本研究旨在探究國中「藝術與人文」音樂課程規劃與教材設計之實施成效，以瞭解「九年一貫課程綱要」與「新課程標準」之教育理念與目標，並比較「合科領域課程」與「分科學科課程」在課程規劃與教材設計上之差異性。研究方法採用文獻探討、問卷調查與訪談調查，透過資料整理與調查分析，以整合一套兼具學科結構性與合科統整性之「藝術與人文」課程改進方案。

本研究獲得具體發現與結論如下：
一、 課程綱要方面：目前課程綱要能夠配合不同地區、不同學生的需求，並提供教學上的方向與指引。但在能力指標方面，因其難以客觀的解讀，且訂定不符合學生的認知發展，普遍未獲得教師的認同。因此，教育部宜重新評估能力指標，並分年級、分科目明確列出。
二、 課程規劃方面：教師認為應採「分科、協同」的方式以真正兼顧學科結構性與合科統整性的特色，且應根據實際教學內容與學生需求，延伸並擴展至相關的學科進行統整活動，以達到最佳的教學成效。
三、 教材設計方面：文獻與問卷顯示教材在組織架構、教材內容與教學活動上皆有許多尚待改進的項目，教師與編者宜致力改善這些缺失，以提升教科書品質。此外，教師亦應補充適當的自編教材，以符合實際教學需求。
四、 配套措施方面：師資培育機構宜開設領域學分的修習，尤其目前表演藝術師資普遍缺乏，更應強化教師認證制度，設立多元進修管道。
五、 課程改進原則：能力指標應採用分科目與分年級原則；課程規劃應採取統整性與彈性化原則；教材設計宜使用分科與合科並列原則；教師素養應重視專業性與自主性原則。

根據研究結果，研究者對教育政策、國中音樂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

九年一貫課程綱要 ； 藝術與人文 ； 音樂課程 ； 課程規劃 ； 教材設計

並列摘要

Abstract

By investigating the music curriculum plan and material design of Arts and Humanities learning area in junior high school, the education rationale and goal of “Nine-year Consistent Curriculum” with “Curriculum Standards” were realized in this study. Furthermore, the curriculum plan and materials design could be achieved by distinguishing the difference between “integrated curriculum” and “subject curriculum”. Finally, questionnaire and interview surveys were used as the research methods. Through arranging reference and processing data, the curriculum development project that combines the advantages of subject curriculum and integrated curriculum is proposed.

Findings and conclusions of this study are as following:
1. Curriculum rationale: At present, Nine-year Consistent Curriculum matches the need of individuals in different environment, and offers the direction and guide on teaching. However, due to the difficulty of objectively understanding, the competence indicators can’t conform to the cognitive development of students and the approval of music teachers. Therefore, Ministry of Education should not only revise the competence indicators, but also state them by grades and subjects.
2. Curriculum plan: The survey shows that teachers think the “collaborative work” and “subject curriculum” are the most effective methods in teaching. Moreover, based on students’ abilities and content’s characteristics, the best teaching effect can be approached by expanding to other connective disciplines.
3. Teaching material design: According to the literatures and questionnaire, the content of the textbook have some problems that need to be solved, including the institutional framework, teaching materials, and teaching activities. Teachers and editors should devote themselves to modify these drawbacks and to improve the textbook quality. In addition, to satisfy actual demand in teaching, teachers should supply the relevant teaching materials which are designed by them.
4. Supplementary measures: The teacher-training organization should offer the opportunities of various domains. Besides, building multiple channels of further education and teacher qualification are necessary in this stage. Especially in performance art course, teachers are insufficient at present.
5. Curriculum development principles: The competence indicators should be stated by grades and subjects. Curriculum plan should follow the rules of integration and flexibility. Teaching material design should adopt the advantages of integrated curriculum and subject curriculum. Teacher competency should emphasize on professional and independent principles.

Based on the research results, suggestions for music teachers and future researchers are offered, as well as suggestions for education policy.

並列關鍵字

Nine-year Consistent Curriculum ； Arts and Humanities ； music curriculum ； curriculum plan ； material design

參考文獻

徐世瑜（2002）。統整課程發展－協同合作取向（頁7）。台北：心理。

張世忠（2001）。九年一貫課程與教學。台北：五南。

教育部（2000）。學校本位課程發展基本理念與實施策略。台北：教育部編印。

張文嘉（2002）。高中音樂教師專業知能需求研究。國立台灣師範大學音樂研究所碩士論文。

顧如君（2000）。高中音樂才能班「音樂欣賞」課程設計與教材統整規劃之研究。國立台灣師範大學音樂研究所碩士論文。