學習動機課程方案應用於國中音樂教學之研究

Apply curriculum project of learning motivation to junior high school music teaching

金惠琳

指導教授 ： 吳舜文

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(2005年)

摘要

本研究旨在瞭解運用「學習動機理論」設計之課程方案，對國中音樂教學的影響，以國中二年級學生為對象，進行八週的音樂教學。研究工具為研究者自編之「音樂學習動機量表」、「教學日誌」以及「學生個別訪談記錄逐字稿」，量化資料運用「T考驗」及「相關性考驗」進行項目分析；質化資料則以「文件分析法」、「持續比較法」與「三角校正法」就所蒐集之「教學日誌」與「個別學生訪談紀錄逐字稿」進行分析比較。本研究所得到的結論如下：
一、 學習動機認知論可具體應運用於音樂課程設計。
（一） 學習動機認知論與音樂課程設計理念能相互結合運用。
（二） 提昇學習動機的原則可歸納為教師行為、教學情境、學習特徵三大層面，並可做為課程方案規劃的準則。
（三） Eccles的「價值－期望模式」可做為教師觀察學生學習動機反應的依據。
二、 運用提昇學習動機原則的課程方案能夠有效提昇學生的學習動機。
（一） 課程方案實施後，學生的整體學習動機有顯著提昇。
（二） 課程方案實施後，學生在價值成份、期望成份、提昇學習動機教學技巧方面的動機反應有顯著提昇。
（三） 學習動機的整體反應與其價值成份、期望成份、提昇學習動機教學技巧的相關性高。
三、 研究者的省思
（一） 運用適當的教學技巧，如：教學時間掌控、適當分組、增加實作課程與多媒體素材的運用，有助於學習動機的提昇。
（二） 課程有趣程度、成就感的獲得、師生同儕互動良好，也會對學生學習動機產生影響。
（三） 音樂學習動機不會因為音樂教學內容（如：創作、欣賞）的不同有所改變。
（四） 教學活動宜採異質性的分組，避免學生因自由分組而產生動機在性別方面的差異。
（五） 影音多媒體能促進音樂學習動機，但播放時間過長則會降低學生的專注力。

關鍵字

學習動機 ； 音樂課程設計 ； 國中音樂教學

並列摘要

The main purpose of the study was to explore the effects of learning motivation curriculum project on music teaching for eighth graders. Case study method was adopted, and the study carried out for eight weeks.
The research tools were “learning motivation scale”, “reflective teaching journal”, and “interview records”. The researcher used “T-test” and ”Correlate test” for the quantitative data analysis, and ”document analysis method”; “constant comparison method” and “triangulation method” for qualitative data analysis. The results of this study were listed as following:
1. The learning motivation theory based on cognitive psychology can be integrated into music curriculum design.
a. The angles of music curriculum design can link up with learning motivation theory cognitive psychology.
b. Principles of improving learning motivation can categorize into three domains, including “teacher behavior”,” teaching situation”, “learning characteristic” for curriculum design.
c. Teachers can observe and judge the reaction of students’ learning motivation by Eccles’s “expectancy-value” model.
2. This curriculum project can promote the learning motivation.
a. After the curriculum project, the students’ motivation developed evidently.
b. After the curriculum project, the students’ motivation of “value components”,” expectancy components” and “the teaching skill of improving learning motivation” were encouraged appreciably.
c. The students’ learning motivation has high correlation between “value components”,” expectancy components” and “the teaching skill of improving learning motivation”.
3. Reflections on this research:
a. We can use appropriately teaching skill to arouse the learning motivation, e.g.: controlling the teaching time appositely, dividing into groups adequately, augmenting the proportion of implementation activities,; using the multimedia materials.
b. The enjoyment and acquirement of courses, the interaction between the teacher and students, have influences on the learning motivation.
c. Learning motivation won’t affected by different activities of music teaching.
d. Heterogeneous grouping should be used to avert the gender influence for learning motivation.
e. Multimedia materials can inspire the learning motivation, but the playing time should be controlled deliberately.

並列關鍵字

learning motivation ； music curriculum design ； junior high school music teaching