普通型高級中等學校音樂教科書素養導向教材設計之內容分析

本研究旨在分析普通型高級中等學校音樂教科書素養導向教材之內容設計，研究對象為教育部審定合格之高中音樂教科書，且依據教育部於民國107年發布之《十二年國民基本教育課程綱要普通型高級中等學校藝術領域》編輯，包括華興甲版、華興乙版、育達甲版、育達乙版等四個版本。本研究採內容分析法，以研究者自編之「素養導向音樂教材設計類目表」為研究工具，並採質性為主、量化為輔的方式，對教科書中「符合自發、互動與共好之理念」、「重視學習情境與脈絡之營造」、「提供實踐力行的機會」、「結合跨領域/科目及議題融入之編排」此四個面向之教材內涵、次數比例進行分析與討論，期瞭解四版高中音樂教科書中素養導向教材設計之內容與異同。根據結果與討論，本研究獲致以下結論：一、四版高中音樂教科書的素養導向教材相關內容與示例，皆以多元的方式融入。二、四版高中音樂教科書於「符合自發、互動與共好之理念」素養導向教材設計面向皆占最高比例。三、四版高中音樂教科書於「重視學習情境與脈絡之營造」素養導向教材設計面向，皆將課程融入適切學習情境，並脈絡化的將學生生活經驗與教材內容結合。四、四版高中音樂教科書於「提供實踐力行的機會」素養導向教材設計面向皆占最少比例。五、四版高中音樂教科書於「結合跨領域/科目及議題融入之編排」素養導向教材設計面向各有巧思。最後根據研究結果，對教科書編輯團隊、未來研究提出建議。

關鍵字

高中音樂；素養導向教材；音樂教科書；教材設計；教科書內容分析

並列摘要

The purpose of this research was to analyze the competency-driven teaching materials design in music textbooks at general senior high school level. The research subjects were four approved high school music textbooks editions including Huaxing A Edition, Huaxing B Edition, Yuda A Edition, and Yuda B Edition, edited according to the “Twelve-year National Basic Education Curriculum Outline for General High School Art Field” issued by the Ministry of Education in year 2018. Applying the method of content analysis, the researcher used the self-developed “competency-driven-music-teaching-material-design table” as the research tool. The qualitative method was adopted as the main data analysis approach while the quantitative method was supplemented. The main analysis themes including “complying with the rationales of taking the initiative, engaging the public as well as seeking the common good,” “emphasizing the creation of learning situations and contexts,” “providing opportunities for practice,” and “combining the arrangement of interdisciplinary/subject and issue integration.” The content, frequency and proportion of these four aspects of the teaching materials were then analyzed and discussed. This study aimed to understand the content characteristics, similarities and differences of the competency-driven teaching materials design in music textbooks. The following conclusions were reached: 1. The content and examples of the competency-driven teaching textbooks in the four editions of high school music textbooks are all integrated in multiple ways. 2. Four editions of the high school music textbooks have the highest proportion in the design of the competency-driven teaching textbooks in line with the concept of “complying with the rationales of taking the initiative, engaging the public as well as seeking the common good.” v 3. Four editions of the high school music textbooks focus on the design of the competency-driven teaching textbooks for “emphasizing the creation of learning situations and contexts.” All units integrate appropriate learning situations and contextually combine students' life experience with the content of teaching materials. 4. Four editions of the high school music textbooks have the least proportion in the design of the competency-driven teaching textbooks of “providing opportunities for practice.” 5. Four editions of the high school music textbooks have their own ingenuity in the design of the competency-driven teaching textbooks of “combining the arrangement of interdisciplinary/subject and issue integration.” Based on the conclusions, the researcher proposed suggestions for the textbook designers and for future research.