海洋議題與性別平等議題融入高中音樂課程之行動研究

本研究旨在探討透過海洋議題與性別平等議題融入高中音樂課程中，了解學生對於兩個議題之參與度與學習成效，以及發展兩個議題之教學方案設計。本研究共實施兩個單元循環，第一單元為海洋議題融入音樂課程；第二單元為研究者與健康與護理教師合作，設計性別平等議題主題式課程。本研究採用行動研究法設計議題融入音樂課程教學方案、教學觀察紀錄表、教學省思表以及小組訪談大綱。本研究蒐集質性與量化資料，進行兩個單元教學活動的探討與分析，以瞭解研究對象之課程參與度與學習成效。本研究結論如下：一、議題融入音樂課程中的教學模式，能引發學生對於議題與音樂之學習興趣。二、跨領域教學配合該科專長教師教學協同，能幫助學生理解議題之內涵。三、議題融入音樂課程中，多數學生參與度良好，且皆保持正向態度，並能持續關注議題。四、議題融入音樂課程時，學生音樂學習成效佳，唯有實作發表時，需要教學者多加引導練習。五、議題融入音樂課程時，學生對於海洋議題與性別平等議題知能學習成效佳，但是學生認為對於性別平等歌詞創作困難度較高。最後研究者依據研究結論提出建議，以作為音樂教育者、學校單位與未來研究參考。

關鍵字

海洋教育議題；性別平等教育議題；融入式課程；行動研究

並列摘要

The purpose of this study is to find out how students’ participation and learning effects through integrating marine issues and gender equity issues into senior high school music classes and to develop a music curriculum that integrates these two issues. The course developed in this study has two parts: the first part is the integration of marine issues and music designed by the researcher, the second part is the integration of gender equity issues and music, co-designed and applied under with a health and nursing teacher. The tools of this action research include the music curriculum, observation documentaries, researcher’s working journals, and student interview outlines. The researcher collected and the qualitative data and quantitative data during teaching analyzed the participation and learning effects on the research objects. The conclusions of the study are as below: 1. The teaching model in which issues are integrated into the music course can arouse students' interest in both the issues and the music. 2. Cross-disciplinary teaching and the collaboration of teachers in other subjects can help students understand the connotation of the issue. 3. After participating these music courses, most students have a good participation level, and all students can maintain a positive attitude and can continue to pay attention to those issues. 4. When issues are integrated into the music course, the student's music learning outcomes are positive, whereas the instructor needs to provide more guidance of group rap chanting for students. 5. Students’ understanding towards marine issues and gender equity issues is positive after the classes, but most students have more difficulties to create lyrics with gender equity issues. Finally, suggestions and recommendations based on the results of this study are provided to music educators, high schools, and prospective researchers.