合作式中途班音樂活動之個案研究

本研究旨在探討合作式中途班音樂活動之實施理念、活動內容、學習情形和行政支持，以臺中市和彰化縣各一所合作式中途班之行政教師、教師和學生為研究對象。研究者採用質性訪談研究和問卷調查法，透過問卷調查法蒐集學生對合作式中途班音樂活動之相關資料，再運用個別之深度訪談收集行政教師、教師和學生對合作式中途班音樂活動之相關資料。研究工具採用研究者自編之半結構式訪談大綱和問卷，以了解合作式中途班音樂活動之整體情形。本研究之主要結論如下：一、在音樂活動實施理念方面，合作式中途班希望透過音樂活動建立中輟生自信心、培養耐心、舒緩情緒，並體會到人生的經驗。二、活動內容方面: (一)在音樂活動種類上，有音樂教學活動和音樂表演活動，形式包括樂器演奏和詩歌歌唱。 (二)在教學目標上，希望中輟生具備樂器基本演奏能力，透過音樂活動增強自信心和成就感，建立情緒管理，進行職涯試探。 (三)在教學內容上，教師視中輟生學習情形使用詩歌、教本和自編教材，教學方法以聆聽和模仿為主，教學評量以平時態度及表現為主。三、學習情形方面: (一)在學習興趣上，由於對音樂的喜歡、對樂器的好奇心和對教師個人特質的喜愛，使中輟生有持續學習的興趣。 (二)在學習成效上，中輟生同意音樂活動之正向成效，教師亦同意音樂活動對中輟生在音樂上、情緒上和學業成就上的學習成效。四、行政支持方面: (一)在設備支持上，合作式中途班設備充足，幾乎毋須中輟生自備樂器。 (二)在經費支持上，經費部分為國教署和縣(市)政府教育局(處)補助，亦有部分自籌款。最後根據研究結果，本研究針對音樂教師及未來研究提供建議，以做為參考之用。

關鍵字

合作式中途班；音樂活動；中輟生

並列摘要

The purpose of this qualitative study was to understand the teaching philosophy, contents, learning situation and administrative support of the music activities at the cooperative halfway schools. The administrative teachers, teachers and students of the cooperative halfway schools in Taichung City and Changhua County were chosen as research subjects. Researching data were collected through individual in-depth interviews and questionnaire surveys. The questionnaire surveys are used to collect the data of students’ music activities at the cooperative halfway schools. Following is the use of individual in-depth interviews to collect the data of administrative teachers, teachers and students’ music activities at the cooperative halfway students. The researcher applied semi-structured interviews and questionnaire to collect the data of music activities at the cooperative halfway schools. After analyzing the collected data, the major findings of this study were as follows: 1. In the aspect of music activities’ teaching philosophy, the teachers at cooperative halfway schools hope that through the experience of music activities, the dropouts can build up their self-confidence, have more patience, and ease their emotion in their lives. 2. In the aspect of music activities’ contents: (1) The types of music activities include general music teaching activities and performing activities, which may be either playing the music instruments or singing hymns. (2) In the aspect of the music activities’ teaching goals, the teachers at cooperative halfway schools hope that the dropouts will have basic ability to play the instruments they had learned, and those may enhance their self-confidence and sense of accomplishment, establish their controls of emotion, and have the exploration for possible careers. (3) In the aspect of the music activities’ teaching contents, teachers will use hymns, textbooks and handouts according to the learning conditions of the dropouts. Listening and imitating are the major teaching approaches, while the students’ class-participation and outcomes are always promptly evaluated. 3. In the aspect of music activities’ learning situation, (1) The love of music, curiosity of the instruments and the preference of the teachers may relate to the music learning motivation for the dropouts. (2) The dropouts agree with the positive influences from those music activities, and the teachers also agree with the improvement of the students’ achievement on music, emotion management, and academic performance for the dropouts. 4. In the aspect of music activities’ administrative support, (1) In the aspect of school equipment, the cooperative halfway schools are equipped with fine equipment. There is almost no need for the dropouts to buy their own instruments. (2) In the aspect of financial support, the funds are mainly from the National Education Administration and the education bureau (office) of the county (city) government. , and some funds may be self-financed. Finally, this study brought out some recommendation for music teachers and the future research.