國民小學音樂課程教科書歌唱教材曲調特性之分析研究

本研究旨在分析與比較國民小學音樂課程教科書之歌唱教材，以通過教育部審查之國小一至二年級生活課程教科書及三至六年級藝術與人文領域教科書為研究對象，包括康軒及翰林兩個版本。本研究採內容分析法，以自編之「國小音樂課程教科書歌唱教材曲調特性分析類目表」作為研究工具，針對國小各學習階段歌唱教材之聲部結構、音域結構及曲調結構等方面之曲調特性進行分析、比較與討論。本研究之主要結論如下：一、兩版本歌唱教材在聲部結構方面，於三個學習階段皆以單音織度歌曲為主，複音織度及主音織度歌曲於第二、第三學習階段逐步加入，以二聲部為多數，使教材在歌曲形式及聲部數量上漸具多樣性。二、兩版本歌唱教材在音域結構方面，於三個學習階段歌曲最寬音域與主要音域範圍的差距皆介於一至四個半音。音域寬度皆依階段呈現遞增，音域最低音依階段主要呈現逐漸升高或持平趨勢，音域最高音則依階段主要呈現逐漸升高趨勢。三、兩版本歌唱教材在曲調結構方面，於三個學習階段皆以大調為主，歌曲長度以9至16小節為主，樂段結構以一段式為多數。在音程結構部份，大致上皆依學習階段逐漸增加多樣性。最後根據研究結果，對音樂教育工作者、教科書編輯團隊及後續研究提出建議。

關鍵字

國小音樂；歌唱教材；曲調特性；教科書內容分析

並列摘要

The purpose of this study was to analyze and to compare song materials of elementary school music curriculum textbooks. The first to second grade of life curriculum textbooks and the third to fourth grade of arts and humanities textbooks, were used as research subjects, including Kang Hsuan and Han Lin publishers, which were approved by the Ministry of Education. The research method of “content analysis” was used to analyze and compare the melodic characteristics in the song materials of each learning stage of elementary school by using self-desinged instrument which includes voice part structure, range structure, and tune structure. Major conclusions of this study were as follows: 1. About structural voice part of singing materials, three learning stages were based on monophonic song. Polyphonic song and homophonic song were gradually added with two-part for the majority in the second and third stages. Therefore the song materials in the form and number of parts were gradually diversified. 2. About structural range of singing materials, the interval between song range and tessitura in three learning stages was between one to four semitones. The range width was incremented by stage. The lowest pitch of the range was gradually increased or unchanged by stage, and the highest pitch of the range was gradually increased by stage. 3. As regard to the structural tuning of sing materials, three learning stages were mainly major scale. Song length was nine to sixteen bars, one-part form for the majority. In terms of the structural interval, there was a general increase in diversity by stage. Finally, based on the research findings above, the researcher proposed relevant suggestions to music teachers, textbook editors, and future research studies.