運用評分規準於歌唱評量之班級個案研究—以臺中市某國中為例

本研究透過班級個案研究法，運用評分規準於國中歌唱評量，以探討歌唱評分規準對於學生在歌唱學習上的成效以及歌唱評分規準對於教師在歌唱教學上的省思。研究者以本身所任教之其中一班國中七年級學生為研究對象，以七年級藝術與人文課本中的兩首歌曲—《迎著風迎著雨》、《愛，多一點點》設計兩階段歌唱教學與評量，並於兩次評量之後進行學生問卷回饋，最後將所得資料進行整理與分析，提出以下幾點研究結論：一、透過評分規準有助於教師與學生了解學生的歌唱能力二、學生能透過評分規準了解教師的評分標準與表現結果三、學生對於使用評分規準作為評量工具呈正向肯定的看法四、運用評分規準於教學的過程中應多設計讓學生實際參與評定的活動另外藉由這次行動研究的過程提出教師在國中音樂課程實施評分規準的困難。最後，從此上幾點研究結論，對未來音樂教育者及相關研究提出一些建議。

關鍵字

歌唱評量；國中音樂課；評分規準

並列摘要

Based on Case Study(CS), the study used the rubrics on junior high school singing assessment. The purpose of the study was to discuss about rubrics that have any effect of students’ singing learning and have any reflection of teachers’ singing teaching. The research participants are one of the classes of 7th grade students who the researcher taught in junior high school. The researcher designed two stages singing teaching and assessment by two songs “Face the wind and rain” and “ Love, a little more” from 7th grade textbook of Arts and Humanities. After the assessments, students were doing questionnaire feedback and the researcher who was collecting and analyzing all data had some conclusions as follow: 1. The teacher and students more understood the students’ singing ability by using rubrics. 2. The rubrics helped students to understand not only the singing ability of self and the fellows but also the teacher’s grading and performance results. 3. The students had positive and affirmed attitude toward using singing rubrics as measurement tools. 4. The progress of teaching should have more activities which students can actually participate in. Moreover, this progress of action research provided the difficulties of using rubrics in music class of junior high school. Finally, according to the above research conclusion, some suggestions will be given to future musical educators and related researches.