肢體律動活動融入國小三年級節奏教學之行動研究

本研究旨在發展國小學生多元節奏能力，設計以肢體律動為主要策略的節奏教學方案，節奏教學除了二、三拍外，亦包含五拍及七拍之節奏內容，從中探討肢體律動活動融入國小三年級節奏教學的實施歷程與學生音樂能力的改變情形，以及研究者於方案實施期間的省思、修正與再造的歷程。　　本研究採用行動研究法，共實施三單元節奏學習之教學方案，分別設計三年級學童多元節奏學習之教學方案、教學省思日誌、教學觀察記錄表、學生訪談大綱、音樂感知能力測驗；另外，透過IMMA音樂性向測驗蒐集學生音樂性向資料。本研究蒐集質性與量化資料，進行各階段教學活動及測驗的探討與分析，以瞭解研究對象學習成效與音樂性向之改變情形。本研究結論如下：一、經由肢體律動活動融入節奏教學後，學生音樂性向提升，尤以節奏性向進步較多。二、經由肢體律動活動融入節奏教學後，學生能以肢體感知及表現樂曲之節拍律動、節奏音值，且能聞樂起舞。三、學生喜歡以肢體律動為主的教學方式且抱持正向態度。四、經由肢體律動活動融入節奏教學後，學生能感知及表現五拍、七拍樂曲。

關鍵字

肢體律動；節奏教學；行動研究

並列摘要

The purpose of this study is to develop students’ rhythmic abilities in elementary school by designing a teaching project with the strategies of diverse rhythmic body movement activities. The project includes usual meter, as well as content with unusual meter. The study aimed to explore how the project can improve students’ musical abilities along with the researcher’s journals and revise throughout the implementation of this project. 　　The curriculum design includes rhythmic project, researcher’s working journal, observation documentary for the teaching, student interview outlines, and musical sensory tests in this study ; furthermore, IMMA allows for the collection of data related to students’ musical aptitudes. The conclusions of the study are as below: 1.The integration of rhythm teaching and body movement activities improves the students’ rhythm aptitudes. 2.After integrating body movement activities in teaching rhythm, students can sense the rhythm through their body and can perform their interpretation of music in movement that makes the music visible. 3.Students enjoy body movement activities and aggressively involved in the project. 4.The integration of body movement activities in rhythmic project allows students to develop their sense of unusual meter in music.